Robert C. Stow
Column-editor : Gretchen Schlabach
Kim C. Graber and Wojtek Chodzko-Zajko
The purpose of this article is to provide background information related to the development of the 2014 American Kinesiology Association (AKA) Leadership Workshop titled “The Future of Teaching and Learning in an Online World”. A brief description of online education is provided, along with a synopsis of the advantages and challenges confronting instructors and administrators in institutions of higher education who are increasingly implementing this form of instruction. An overview of the articles included in this special issue is also provided.
The proliferation of online courses and programs has impacted kinesiology programs across the country. The process of providing online instruction, while popular with students, is often daunting to the kinesiology programs that must navigate this process. Recommendations for transitioning courses and programs from face-to-face to online are offered from both the faculty and administrative perspective. Maintaining academic rigor in online kinesiology courses and program is also essential to the dialogue and for ensuring success. Many kinesiology courses and programs are well suited for online delivery and demand for these programs is high. Kinesiology faculty and administrators should understand both the facilitators and barriers to online implementation.
Kayla Baker, Melissa Bopp, Sean M. Bulger, YuChun Chen, Michele L. Duffey, Brian Myers, Dana K. Voelker, and Kaylee F. Woodard
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.
Gi-Yong Koo, Sara Shoffner, and Jeeheon Ryu
The purpose of this study was to investigate how an animated pedagogical agent (APA) affected an individual’s level of situational interest (SI) using a case study in online education. Although online learning has become popular, the lack of social cues for students in distance-learning contexts has been suggested as problematic. APA has been conceptualized to support social agency theory between students and learning contents. SI has been considered to activate student’s immediate affective response to engage in an authentic learning context. The study examined the effect of APA in a case study on triggered-SI and maintained-SI to determine the benefits of multimedia-based instruction in online learning. A three-factor model including triggered-SI, maintained-SI-feeling, and maintained-SI-value was tested. Results revealed that the use of APA in a case study more positively stimulated students’ SI specific to triggered-SI and maintained-SI-value. Therefore, the implementation of the APA in a distance education setting could benefit students’ learning and also help educators to more effectively deliver a variety of sport management content areas.
Mike Rayner and Tom Webb
learning employ concepts such as distance learning, distributed learning, blended learning, mobile learning, and others in order to achieve learning outcomes assigned to the programs. However, in light of COVID-19, academics at conventional campus-based programs have not been afforded the time to consider
Erin Centeio, Kevin Mercier, Alex Garn, Heather Erwin, Risto Marttinen, and John Foley
planning for next year ( Mercier et al., 2021 ), the survey included four open-ended questions that were the focus of this research. The open-ended questions focused on teachers’ successes, barriers, PD, and concerns. The questions were: “What has been your biggest struggle in a distanced learning
Kevin Mercier, Erin Centeio, Alex Garn, Heather Erwin, Risto Marttinen, and John Foley
), (b) Do all of your students have access to the technology required to effectively learn in a distance learning environment? (yes = 1, no = 0), (c) Do you use live or recorded video in your remote teaching? (yes = 1, no = 0), and (d) How effective has your remote PE teaching been? (1 = less effective
Scott W.T. McNamara, Melissa Bittner, Heather Katz, and Kelly Hangauer
Classrooms” OR DE “Web Based Instruction” OR “e-learning” OR “e-curriculum” OR “computer-based” OR “instructional technology” OR “communication technology” OR online OR virtual OR flipped OR blended OR technology OR website OR web OR Internet OR “remote learning” OR “remote instruction” OR “distance learning
Murray F. Mitchell, Hal A. Lawson, Hans van der Mars, and Phillip Ward
Reciprocity Agreements also broker negotiations within and across regions for distance learning opportunities across state lines. In the growing competition for students, offering courses through various distance learning technologies is increasing ( Seaman, Allen, & Seaman, 2018 ). Depending on one’s view on