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Jinhong Jung and Todd A. Gilson

The rapid growth of technology allows tertiary-level education to develop alternative ways of instruction to effectively support student learning. Although a face-to-face class is still powerful, online learning has been advocated as an innovative instructional way to confront constraints such as distance, time, space, and diverse student characteristics. This article introduces a brief overview of online threaded discussion (OTD) in a blended course in physical education teacher education (PETE), and provides insights into how to effectively design, manage, and teach online courses. In particular, contextual information that relates to a specific university, PETE program, course, and students are discussed in this article. Second, the blended model and OTD implemented by the authors are introduced. Finally, the article discusses the blended model's contributions, issues, and strategies, and provides implications for physical educators to improve their online courses in higher education settings.

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Mike Rayner and Tom Webb

divides traditional lecture content into smaller bite-sized chunks, as Dinmore ( 2019 ) suggests that 6–12 min is the ideal duration for online asynchronous learning. Furthermore, blended learning principles indicate that session recordings are most effective when they offer clarity about key concepts and

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Leeann M. Lower-Hoppe, Liz A. Wanless, Sarah M. Aldridge, and Daniel W. Jones

readings, quizzes, lectures, instructional videos, and assignments, as all course materials were accessible at the beginning of the semester, which reflects characteristics of asynchronous learning, enabling students to somewhat learn at their own pace. In light of the diverse functions, breadth of

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Chad M. Killian and Amelia Mays Woods

that the online content was more engaging ( Enfield, 2013 ; McLaughlin et al., 2013 ), the self-directed nature of the asynchronous learning requirements was more flexible ( Forsey, Low, & Glance, 2013 ; Hao, 2016 ), and the flipped learning approach promoted autonomy ( Yeung & O'Malley, 2014

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Stephen Harvey, Jeffrey P. Carpenter, and Brendon P. Hyndman

via both synchronous and asynchronous learning activities (e.g.,  Junco, Heiberger, & Loken, 2011 ; McCarthy, 2010 ; Nowell, 2014 ). However, such apparent benefits from social media use are accompanied by both predictable and unanticipated educational obstacles and consequences. Developments around

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Collin A. Webster, Jongho Moon, Hayes Bennett, and Stephen Griffin

course was developed over the summer of 2020 and implemented in the fall of the year. Its planned scope and sequence are similar to the original version of the course: following several weeks of synchronous and/or asynchronous learning through class meetings and assignments, PPETs begin their field

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Fernando Santos, Martin Camiré, Dany J. MacDonald, Henrique Campos, Manuel Conceição, and Ana Silva

, 11 , 108 – 115 . doi:10.1177/1747954115624827 10.1177/1747954115624827 Swan , K. , & Shih , L. ( 2005 ). On the nature and development of social presence in online course discussions . Journal of Asynchronous Learning Networks, 9 , 115 – 136 . Tufford , L. , & Newman , P. ( 2010

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Chad M. Killian, Christopher J. Kinder, and Amelia Mays Woods

experts as part of a student-designed games unit ( Hastie et al., 2010 ). Another used a virtual hub called Edmodo as a platform for asynchronous learning in a different game-design unit ( Andre & Hastie, 2018 ). The use of information websites for learning was examined in two studies ( Lazerte & Lathrop