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Abstract
The first part of this paper presents the rationale and mechanisms by which web-based learning was implemented into a 1st year core module in Sport and Exercise at the University of Teesside (UK). After disappointing student feedback in regard to its usage in the first year of implementation, the second part of this paper describes some of the changes made to the module in order to increase student participation. These changes appeared to have the desired effect the following year. Although too many changes were made to pinpoint the exact reason causing this shift in student learning behavior, it is suggested that freeing up more learning time within the ...