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Blended learning versus online education: impact to elementary students’ engagement in physical activity and Body Mass Index

Mochamad Ridwan, Wawan S Suherman, Haryanto, Michael Achas, Honelyn Diaz, Dominador Lera, Bryan Bialen, Joeven Abalayan, Elvie Celestial, Joseph Lobo, Muhamad Guntur Gaos Sungkawa, Edi Setiawan

 

Mochamad Ridwan, Wawan S Suherman, Haryanto, Michael Achas, Honelyn Diaz, Dominador Lera, Bryan Bialen, Joeven Abalayan, Elvie Celestial, Joseph Lobo, Muhamad Guntur Gaos Sungkawa, Edi Setiawan – Blended learning versus online education: impact to elementary students’ engagement in physical activity and Body Mass Index. Fizjoterapia Polska 2023; 23(4); 176-181

DOI: https://doi.org/10.56984/8ZG20A14E

Abstract
Examining the impacts of blended and online learning settings on children’s fitness and body mass index in a sample of public elementary school pupils in the Philippines is the main objective of this study. A 16-week pre-test and post-test control group in a quasi-experimental approach. The experimental group received blended education, whereas the control group exclusively took classes online. The experimental and control groups consisted of 2 classes from an elementary school in Angeles and Mabalacat City. Anthropometrical characteristics were compared between groups using ANOVA. Pre-test and post-treatment body mass index percentiles and PA levels were compared using a paired t-test. First, there were no significant variance in the individuals’ anthropometrical characteristics between the two groups before intervention. Additionally, the blended learning group outperformed the online learning group on the post-test in terms of physical activity. After intervention, the mean BMI of the blended learning group decreased, but online students showed no improvement. Last but not least, when compared to the online learning group, the BMI percentile of the students in the blended learning group is within the usual range. The benefit of blended learning on the pupils’ physical composition was highlighted. Pupils’ levels of physical activity and body composition have improved as an outcome of the adjustment from traditional to online and blended learning settings. For the benefit of the students, it is advisable to make the most of a blended learning strategy and, if at all possible, return to the full face-to-face method.
Keywords
blended learning, body mass index, online learning, physical activity, physical education
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The effectiveness of a case based online video assignment in improving practical performance of physiotherapy students – a quasi experimental study

Thirumalaya Balaraman, Zbigniew Śliwiński

Thirumalaya Balaraman, Zbigniew Śliwiński – The effectiveness of a case based online video assignment in improving practical performance of physiotherapy students – a quasi experimental study. Fizjoterapia Polska 2021; 21(2); 30-34

Abstract
Aim. In this technologically advancing world, online teaching has become omnipresent in all fields. However, teaching online is still a challenge in allied health professional courses where hands-on skills are the core component of the curriculum. Hence, the aim of this paper was to assess the effectiveness of a case based combined online video and written assignment in improving the practical performance and satisfaction of the cardiorespiratory physiotherapy course students. Material and Methods. At INTI International University (INTIIU), we provided a case scenario to the cardiorespiratory physiotherapy course students as an assignment. First, the students need to submit their written answers in the Blackboard (BB) Learning Management System. They also need to record a video of the patient assessment procedure for the given case scenario and upload it in the BB. The student’s practical performance before the online assignment in the coursework Objective Structured Clinical Examination (OSCE) and after the assignment in the Final OSCE was assessed to find the difference. Results. The paired t-test showed a significant difference between coursework (M = 66.47, SD = 7.04) and final OSCE (M = 77.49, SD=10.11) performance; t (13) = −3.48, p = 0.004, which indicates that the students’ performance in the final OSCE was significantly better than coursework OSCE. The students’ perception about the course and their engagement in the BB was better. Conclusions. The case-based video and written assignment is a successful strategy to improve the practical performance of the students in a physiotherapy course where practical skills are imperative.
Key words:
blended learning, video assignment, online assignment, practical performance, physiotherapy
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