The Effects of Standing Tutorials on Learning in Undergraduate Students: Study Protocol

HQ Chim*, Pascal van Gerven, R.H.M. de Groot, Mirjam Oude Egbrink, Roy H.J. Erkens, Hans Savelberg

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Standing classrooms could potentially counteract excessive sedentary behavior. This paper describes the protocol for an exploratory longitudinal randomized controlled trial aimed at studying the effects of standing during tutorials on learning in undergraduate students. Learning is operationally defined as the use of interactions that are conducive to learning and an improved performance on concept tests. Final examination scores are also used as a measure of learning performance. The secondary aim is to explore the unintended effects of standing tutorials through the students’ subsequent physical activity, tutorial attendance, and affect. Participants were randomly recruited to a sitting or standing tutorial for nine weeks. This study addresses learning in a real-world setting and reveals insights on the effects of standing on learning.
Original languageEnglish
Pages (from-to)123-133
Number of pages11
JournalInternational Journal of Educational Research
Volume98
DOIs
Publication statusPublished - Sep 2019

Fingerprint

learning
student
learning performance
classroom
examination
interaction
performance

Keywords

  • Higher education
  • Physical activity monitoring
  • Problem-based learning
  • Sedentary behavior
  • Academic achievement
  • Mixed-methods

Cite this

Chim, HQ ; van Gerven, Pascal ; de Groot, R.H.M. ; Oude Egbrink, Mirjam ; Erkens, Roy H.J. ; Savelberg, Hans. / The Effects of Standing Tutorials on Learning in Undergraduate Students : Study Protocol. In: International Journal of Educational Research. 2019 ; Vol. 98. pp. 123-133.
@article{61c2af2baa4842c2b87b73b50c85992e,
title = "The Effects of Standing Tutorials on Learning in Undergraduate Students: Study Protocol",
abstract = "Standing classrooms could potentially counteract excessive sedentary behavior. This paper describes the protocol for an exploratory longitudinal randomized controlled trial aimed at studying the effects of standing during tutorials on learning in undergraduate students. Learning is operationally defined as the use of interactions that are conducive to learning and an improved performance on concept tests. Final examination scores are also used as a measure of learning performance. The secondary aim is to explore the unintended effects of standing tutorials through the students’ subsequent physical activity, tutorial attendance, and affect. Participants were randomly recruited to a sitting or standing tutorial for nine weeks. This study addresses learning in a real-world setting and reveals insights on the effects of standing on learning.",
keywords = "Higher education, Physical activity monitoring, Problem-based learning, Sedentary behavior, Academic achievement, Mixed-methods",
author = "HQ Chim and {van Gerven}, Pascal and {de Groot}, R.H.M. and {Oude Egbrink}, Mirjam and Erkens, {Roy H.J.} and Hans Savelberg",
year = "2019",
month = "9",
doi = "10.1016/j.ijer.2019.08.005",
language = "English",
volume = "98",
pages = "123--133",
journal = "International Journal of Educational Research",
issn = "0883-0355",
publisher = "Elsevier",

}

The Effects of Standing Tutorials on Learning in Undergraduate Students : Study Protocol. / Chim, HQ; van Gerven, Pascal; de Groot, R.H.M.; Oude Egbrink, Mirjam; Erkens, Roy H.J.; Savelberg, Hans.

In: International Journal of Educational Research, Vol. 98, 09.2019, p. 123-133.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - The Effects of Standing Tutorials on Learning in Undergraduate Students

T2 - Study Protocol

AU - Chim, HQ

AU - van Gerven, Pascal

AU - de Groot, R.H.M.

AU - Oude Egbrink, Mirjam

AU - Erkens, Roy H.J.

AU - Savelberg, Hans

PY - 2019/9

Y1 - 2019/9

N2 - Standing classrooms could potentially counteract excessive sedentary behavior. This paper describes the protocol for an exploratory longitudinal randomized controlled trial aimed at studying the effects of standing during tutorials on learning in undergraduate students. Learning is operationally defined as the use of interactions that are conducive to learning and an improved performance on concept tests. Final examination scores are also used as a measure of learning performance. The secondary aim is to explore the unintended effects of standing tutorials through the students’ subsequent physical activity, tutorial attendance, and affect. Participants were randomly recruited to a sitting or standing tutorial for nine weeks. This study addresses learning in a real-world setting and reveals insights on the effects of standing on learning.

AB - Standing classrooms could potentially counteract excessive sedentary behavior. This paper describes the protocol for an exploratory longitudinal randomized controlled trial aimed at studying the effects of standing during tutorials on learning in undergraduate students. Learning is operationally defined as the use of interactions that are conducive to learning and an improved performance on concept tests. Final examination scores are also used as a measure of learning performance. The secondary aim is to explore the unintended effects of standing tutorials through the students’ subsequent physical activity, tutorial attendance, and affect. Participants were randomly recruited to a sitting or standing tutorial for nine weeks. This study addresses learning in a real-world setting and reveals insights on the effects of standing on learning.

KW - Higher education

KW - Physical activity monitoring

KW - Problem-based learning

KW - Sedentary behavior

KW - Academic achievement

KW - Mixed-methods

U2 - 10.1016/j.ijer.2019.08.005

DO - 10.1016/j.ijer.2019.08.005

M3 - Article

VL - 98

SP - 123

EP - 133

JO - International Journal of Educational Research

JF - International Journal of Educational Research

SN - 0883-0355

ER -