The learning design involves students conducting three main tasks:

• Familiarising themselves with the fitness testing equipment by conducting the V-Lab pre-lab tutorial.
• Conducting real fitness tests.
• Entering the data gathered from these tests into the V-Lab database and comparing their results with the data stored in the database.

The Learning Design Sequence is illustrated as follows.

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WHAT THE STUDENTS DO
Students are required to methodically work through four sections on V-Lab.

1. Introduction: Read the introduction which provides background information about each particular fitness area.
2. Equipment: Examine photographs and read text excerpts describing the equipment.
3. Procedure: Study the step-by-step instructions on how to conduct the fitness test. (Text, photographs and video clips are used to demonstrate each step.) Students gather real life data (off-line) from fitness testing activities by applying the procedures learnt through V-Lab.
4. Data Processing: Use the virtual calculator to calculate and save their results then submit them to the database. The purpose of this is to enable students to compare their individual test results to group and national normative data.

SIGNIFICANCE OF ORDER
There is no significance to the order of conducting the fitness tests. However, it is critically important for students to follow the step by step procedure for each test in order to safeguard the individual being tested and to ensure accuracy of test data.

CRITICAL ACTIVITIES
The critical activities to be undertaken in linear order are: read and view (and understand) the critical aspects of testing (pre-lab tutorial), undertake testing (hands on laboratory), process data and analyse (post-lab tutorial).

ACCESSIBLE RESOURCES

• Access over a three week period to virtual laboratory (V-Lab) through dynamic online database to learn and practise procedures.
• Other website resources providing extended content and administrative information available throughout semester.
• Print resources: Students are provided with a printed laboratory manual which contains a section to assist them record and process V-Lab data collected in laboratory sessions.
• Access to real fitness equipment for fitness testing.
• Face-to-face classes throughout the semester for discursive activities.

RESOURCES IN CONTEXT
V-Lab, print manual, face-to-face classes, and real laboratory work are all significant resources. Extra resources provided on the website are less significant, but provide other learning options for students.

V-Lab prrovides for the standardisation of test instructions and assists students in often complex manipulation of test data.

VARYING THE RESOURCE SET
All resources (web environment, print manuals, and face-to-face sessions) are critical to the overall success of implementing V-Lab.

SUPPORTS SUPPLIED
Teaching and content support

• In addition to regular lecturing staff, postgraduate students were employed as ‘tutors’ to help implement all aspects of V-Lab and run face-to-face sessions. These sessions provided opportunities for group and individual feedback about the V-lab experience.
• Email links were provided to content experts to assist students with queries about the content of V-Lab.

Technical support

• A series of online help pages that explains all about V-Lab.
• The V-Lab website homepage is used to provide regular announcements to update students on network outages, access problems and general information that may affect their use of V-Lab.
• Email links to technical experts are provided for support to address technical issues relating to computer set ups, software etc).
• During the time period in which students were engaged with V-Lab, 24-hour mobile phone support was available from the content/technical expert.

SIGNIFICANCE OF SUPPORT STRATEGIES

• Teaching support is significant for clarifying concepts.
• Email support was useful for providing immediate feedback to individuals.
• The technical support strategies are significant to ensure that technology disruptions do not compromise the learning.

SUPPORT STRATEGY ADAPTATION
The following forms of support are critical to the learning:

• The discursive activities in face-to-face classes.
• Individualised support provided by email or in real laboratories.
• Technical support is critical to ensure learning is not disrupted by technical problems.