Kinesiology Faculty Reflections on COVID-19 and Future Directions in Online Education

in Kinesiology Review

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Kayla Baker University of Cincinnati, Cincinnati, OH, USA

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Melissa Bopp Department of Kinesiology, Pennsylvania State University, University Park, PA, USA

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Sean M. Bulger West Virginia University, Morgantown, WV, USA

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YuChun Chen Western Kentucky University, Bowling Green, KY, USA

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Michele L. Duffey Department of Kinesiology, Pennsylvania State University, University Park, PA, USA

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Brian Myers Western Kentucky University, Bowling Green, KY, USA

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Dana K. Voelker West Virginia University, Morgantown, WV, USA

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Kaylee F. Woodard Western Kentucky University, Bowling Green, KY, USA

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DOI:
https://doi.org/10.1123/kr.2022-0017
Keywords:
academic innovation; blended learning; distance education; distance learning; online learning; online education administration
First Published Online:
26 Sep 2022
In Print:
Volume 11: Issue 4
Page Range:
303–310
Restricted access

The COVID-19 pandemic proved to be an unprecedented disruptor on college and university campuses as stakeholders at all organizational levels were challenged to consider new approaches to teaching and learning using online course modalities with very limited preparation time and faculty support. Using a case study approach, this paper reviews valuable lessons learned through the experience, particularly regarding shifts in course delivery to include online and hybrid modalities on a widespread scale. Specifically, the authors reviewed the processes, outcomes, and student perceptions associated with online and hybrid course delivery in various kinesiology courses at three different higher education institutions. The paper also offers useful perspectives for kinesiology program administrators and faculty who are contemplating the continued application of online and hybrid course formats in greater capacity postpandemic.

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