Teaching undergraduate biomechanics with just-in-time teaching

Jody L. Riskowski

    Research output: Contribution to journalArticle

    Abstract

    Biomechanics education is a vital component of kinesiology, sports medicine, and physical education, as well as for many biomedical engineering and bioengineering undergraduate programmes. Little research exists regarding effective teaching strategies for biomechanics. However, prior work suggests that student learning in undergraduate physics courses has been aided by using the Just-in-Time Teaching (JiTT). As physics understanding plays a role in biomechanics understanding, the purpose of study was to evaluate the use of a JiTT framework in an undergraduate biomechanics course. This two-year action-based research study evaluated three JiTT frameworks: (1) no JiTT; (2) mathematics-based JiTT; and (3) concept-based JiTT. A pre- and post-course assessment of student learning used the biomechanics concept inventory and a biomechanics concept map. A general linear model assessed differences between the course assessments by JiTT framework in order to evaluate learning and teaching effectiveness. The results indicated significantly higher learning gains and better conceptual understanding in a concept-based JiTT course, relative to a mathematics-based JiTT or no JiTT course structure. These results suggest that a course structure involving concept-based questions using a JiTT strategy may be an effective method for engaging undergraduate students and promoting learning in biomechanics courses.
    Original languageEnglish
    Pages (from-to)168-179
    Number of pages12
    JournalSports Biomechanics
    Volume14
    Issue number2
    Early online date8 May 2015
    DOIs
    Publication statusPublished - Jun 2015

    Keywords

    • pedagogical issues
    • post-secondary education
    • teaching/learning strategies
    • effective learning
    • science education

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