Blended learning within an undergraduate exercise physiology laboratory

In physiological education, blended course formats (i.e., integration of face‐to‐face and online instruction) can facilitate increased student learning, performance, and satisfaction in classrooms settings. There is limited evidence on the effectiveness of utilizing blending course formats in laboratory settings. We evaluated the impact of blended‐learning on student performance and perceptions in an undergraduate exercise physiology laboratory. Using a randomized, crossover design, four laboratory topics were delivered in either a blended or traditional format. For blended laboratories, content was off‐loaded to self‐paced video demonstrations (~15min). Laboratory Section 1 (n=16) completed blended laboratories for 1) neuromuscular power and 2) blood lactate while Section 2 (n=17) completed blended laboratories for 1) VO2max and 2) muscle electromyography. Both sections completed the same assignments (scored in a blinded manner using standardized rubric) and practicum exams (evaluated by two independent investigators). Pre‐ and post‐course surveys were used to assess student perceptions. Most students (~79%) watched videos for both blended laboratories. Assignment scores did not differ between blended and traditional laboratories (P=0.62) or between sections (P=0.91). Practicum scores did not differ between sections (both P>0.05). At the end of the course, students’ perceived value of the blended format increased (P<0.01) and a greater percentage of students agreed that learning key foundational content through video demonstrations prior to class greatly enhanced their learning of course material when compared to a pre‐assigned reading (94% vs. 78%; P<0.01). Blended exercise physiology laboratories provided an alternative method for delivering content that was favorably perceived by students, and did not compromise student performance.