Changes in approaches to learning among undergraduate sports science students following a programme of weekly online assessments

This study aimed to investigate weekly online assessment as a teaching and learning method for undergraduate sport scientists. Undergraduate sport science students (n = 140) were surveyed about their attitudes towards learning before and after completing seven summative weekly online assessments. Three distinct student attitudes were revealed from the survey outcomes reflecting (a) beliefs about online assessment benefits, (b) self management strategies, and (c) information strategies. After the programme, students reported studying more frequently between lectures and reading more selectively, but no relationship with assessment performance was found. Weekly online assessment is partially supported as a useful method for engaging students in learning activities. [PUBLICATION ABSTRACT]