Majorities of students reported self-improvements in information literacy, multimedia material processing, and courseware design after the blended course¶
Claim · All claims
Evidence · 1 study · designr2·q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Over 78% of students strongly agreed they enhanced their ability for collecting and processing multimedia materials, and positive feedback on sports courseware design skill was reported by more than 88%. → Huaijin Liu 2022
Evidence¶
Huaijin Liu 2022¶
Huaijin Liu, Jie Zhu, Yanping Duan, Yingjun Nie, Zhiwen Deng, Xiaobin Hong, Matthew Haugen, Julien S. Baker, Wei Liang. (2022). Development and students' evaluation of a blended online and offline pedagogy for physical education theory curriculum in China during the COVID-19 pandemic. Education Tech Research Dev. https://doi.org/10.1007/s11423-022-10131-x
q2 · i? · design · r2
Descriptive survey results on the overall learning outcomes dimension (n = 238, Table 4): Q9 drew 186 (78.2%) strongly agree; Q10 combined strongly agree/agree exceeded 88%. The article reports "Over 78% of the students strongly agreed that they enhanced their ability for collecting and processing multimedia materials."
"Over 78% of the students strongly agreed that they enhanced their ability for collecting and processing multimedia materials through participating in the blended course. In addition, positive feedback on the skill improvement in designing sports courseware was reported by more than 88% of the students."
Discussion¶
Related Claims¶
- Over 90% of students reported satisfaction with online learning resources and completion of online assignments in the blended PET course — related
- Students' active participation in offline group-learning (60.1%) was lower than in online self-learning — related
- Chinese PE students gave overall positive evaluations of a blended online/offline PET course across online self-learning, offline group-learning, and overall learning outcomes — a broader claim this one bears on
- Learning with a ChatGPT-based flipped learning guiding approach significantly improves students’ performance, self-efficacy, learning attitudes, intrinsic motivation and creative thinking in a courseware project — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
self-reported-skill-gains-blended-pet-course |
title |
Majorities of students reported self-improvements in information literacy, multimedia material processing, and courseware design after the blended course |
description |
Majorities of students reported self-improvements in information literacy, multimedia material processing, and courseware design after the blended course |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — huaijin-liu-2022 |
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