Jennifer Joyce (ISES)
The flexibility and convenience of e-lectures as well as the reported control of learning students perceive (Brecht 2012) have played a part in the rising popularity of flipped classrooms and the use of e-lectures. While some studies report no difference in learning for either modality (Williams et al 2001), several studies have reported negative learning results and poorer attendance for e-lectures (Bell et al. 2001). Due to the diversity in results within the literature, it is plausible that the effectiveness of either method should be a case by case evaluation based on the student cohort and the content of the module involved (Demetriadis & Pombortsis 2007). The current study examined student learning (knowledge-acquisition post-test using turning point personal response system (PRS)), student satisfaction and student evaluation (questionnaires) of e-lectures versus traditional lecture delivery in a level 4 introductory motor learning and skill acquisition module. Statistical examination of the knowledge-acquisition test results will determine whether either modality was superior at helping students retain information 1 week after the content delivery while analysis of the qualitative comments and questionnaires will reveal useful information relating to student satisfaction and evaluation of both teaching methods and the use of PRS to aid learning.