In 2009, California State University-Chico implemented a unique system of course redesign with the aim of improving student learning, increasing instructional efficiency, and reducing university costs. Inspired by and modeled after the National Center for Academic Transformation, the “Academy e-Learning” program involves a 3-week training covering models of course design, learning theories, assessment methods, and a host of instructional technologies. This paper summarizes data from 40 courses, across five separate cohort groups from 2009–2013, with respect to the efficacy of Academy e-Learning (re)design training. Data show improvements in student learning outcomes in over half of the course redesigns. Benefits of course redesign included increased instructional efficiency, enhanced student learning, and a reduction in university costs by offering some instruction online and increasing enrollment caps. Barriers to a successful course redesign included lack of time, technology malfunction, and workload concerns. This paper outlines the redesign process at California State University-Chico, discusses similar redesign initiatives at other institutions, and offers solutions for measuring effectiveness of a redesigned course.
Josh Trout and Eddie Vela
Jun-Hyung Baek, Emily Jones, Sean Bulger and Andrea Taliaferro
participate in the study. All participants had completed a four credit hour graduate course focused on instructional technology in sport and PE as a degree requirement before the current study. Therefore, each had the potential to provide rich information regarding their technology-related learning
Nate McCaughtry, Kimberly L. Oliver, Suzanna Rocco Dillon and Jeffrey J. Martin
We used cognitive developmental theory to examine teachers’ perspectives on the use of pedometers in physical education. Twenty-six elementary physical education teachers participating in long-term professional development were observed and interviewed twice over 6 months as they learned to incorporate pedometers into their teaching. Data were analyzed via constant comparison. The teachers reported four significant shifts in their thinking and values regarding pedometers. First, at the beginning, the teachers predicted they would encounter few implementation challenges that they would not be able to overcome, but, after prolonged use, they voiced several limitations to implementing pedometers in physical education. Second, they anticipated that pedometers would motivate primarily higher skilled students, but found that lesser skilled students connected with them more. Third, they moved from thinking they could use pedometers to teach almost any content to explaining four areas of content that pedometers are best suited to assist in teaching. Last, they shifted from seeing pedometers as potential accountability tools for student learning and their teaching to identifying key limitations to using pedometers for assessment. Our discussion centers on connecting these findings to teacher learning and professional development, and on the implications for teacher educators and professional development specialists advocating pedometers in physical education.
Emily M. Jones, Jun-hyung Baek and James D. Wyant
The purpose of this study was to investigate the factors influencing preservice teachers’ (PST) experiences integrating technology within a guided action-based research project in the context of student teaching.
Participants were enrolled at a rural, mid-Atlantic university (N = 80, 53 male; 27 female). Researchers retrieved archived data from five semesters of physical education (PE) student teaching cohorts. Data sources included: Technology Action Research Project poster presentations (n = 75) and reflective journal entries (n = 234). All identifiable information was removed, and qualitative data were analyzed inductively.
Three themes and subthemes emerged Student Clientele, Self as Teacher, and Others as Systems of Support as contributing agents in PSTs’ experiences integrating technology.
Results of this study support technology-rich field-based experiences for PSTs that are guided by an action research framework. Findings enhance our understanding of factors that facilitate and hinder early career PE teachers use of technology in teaching and learning settings.
R. Douglas Manning, Margaret C. Keiper and Seth E. Jenny
Pedagogical innovation involving smartphone technology paired with complementary applications may offer sport management faculty the opportunity to create an environment of engaging instruction. Technologically enhanced and innovative assignments have the potential to stimulate student interest and critical-thinking skills by presenting new experiences and active learning opportunities via participatory education. Through the discussion of technology integration and pedagogical innovation when teaching millennial students, the purpose of this paper is to provide a conceptual framework—namely, the concerns-based adoption model (CBAM)—to introduce mobile technologies, such as Socrative and Twitter, into the sport management classroom.
Duane Knudson and Karen Meaney
lecture ( Freeman et al., 2014 ; Haake, 1998 ; Prince, 2004 ). A recent review summarized the learning benefits and ease of implementation of 11 active-learning strategies ( McConnell et al., 2017 ). The design of instruction, classrooms, and instructional technology to support active learning can be
Leeann M. Lower-Hoppe, Liz A. Wanless, Sarah M. Aldridge and Daniel W. Jones
), instructors are faced with the difficulty of merging content delivery with active instructional strategies, while integrating instructional technologies intended to enhance pedagogy ( Georgina & Olson, 2008 ). Difficulties include resigning control of the classroom ( Case, 2007 ), designing complex student
Chad M. Killian and Amelia Mays Woods
instruction is an asynchronous method of teaching defined by the combination of instructional technology to prepare students for classes and scheduled face-to-face meetings between the teacher and students ( Lo & Hew, 2017 ). More specifically, instructors and faculty applying flipped instruction should
Chad M. Killian, Christopher J. Kinder and Amelia Mays Woods
education or K-12 physical education and (b) e-learning, e-curriculum, computer-based, information technology, instructional technology, communication technology, interactive learning, learning management system, ICT, MOOC, OLPE, online, virtual, flipped, blended, inverted, technology, website, web, or
Andrea R. Taliaferro and Sean M. Bulger
specific to undergraduate PETE programs, including exercise science competencies ( Bulger & Housner, 2007 ); motor development and learning knowledge and competencies ( Ross et al., 2014 ); and instructional technology use ( Jones, Bulger, & Wyant, 2012 ), as well as to investigate scholars’ perspectives