1996 using a series of correspondence courses called Foundations of Coaching . In 2013, USA Swimming revised Foundations into a fully-online program, which includes approximately six hours of programming about the science of coaching swimmers. According to program staff, the new online course had
Louise M. Burke and Mary P. Miles
Megan B. Shreffler, Adam R. Cocco and Jacob R. Shreffler
on an institution-by-institution basis. Those that decide to adopt the online platform must support this offering through sound pedagogical principles, including design, dialogue, and structure. In addition, it is vital for online courses to offer equitable assessments of student learning outcomes
Matthew T. Mahar, Tyler R. Hall, Michael D. Delp and James R. Morrow Jr.
Administrators of kinesiology departments (N = 101) completed a survey that requested information about online education, funding for online courses, and administrator perceptions of the rigor and future of online courses. More master's (n = 18) than undergraduate degree (n = 9) programs were totally online. Forty-nine percent of institutions provide funding to faculty and 37% provide funding to departments for online offerings. Respondents indicated concern about the rigor of online courses. Sixty-one percent indicated that academic rigor is a concern of faculty, 42% did not feel that totally online courses were as rigorous as face-to-face classes, and 65% indicated tests for online courses are not proctored. Despite concerns, 76% indicated they expect to have some or many online courses in the next 5-10 years. Few respondents indicated they expected to have no online courses or almost totally online delivery of courses. Online delivery of instruction is impacting kinesiology, and expansion of online education is likely.
Melinda A. Solmon
professional schools. For example, in their review, Kusnoor and Falik ( 2013 ) refer to cheating in medical school as the “unacknowledged ailment” (p. 479), with estimates of the prevalence of cheating by students in medical schools as high as 58%. Advances in technology and the growth in online course
Paul Keiper and Richard B. Kreider
Online education has become an increasingly popular means of delivering educational programs in health and kinesiology. It has helped departments meet increasing enrollment demands and provided additional resources that support students and faculty. A number of challenges, however, are associated with developing these types of programs. The purpose of this paper is to discuss some of the issues that Texas A&M University has experienced in developing extensive online courses and distance education programs. The paper discusses methods and models employed to develop online and distance programs in health and kinesiology and provides a case study of some of the opportunities and challenges that the Sport Management Division experienced in developing an online master's program. Issues related to efficacy, management, funding, and student success are discussed. Health and kinesiology administrators should consider these issues as they look to develop or grow online course offerings in the discipline.
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.
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.
Takahiro Sato, Justin A. Haegele and Rachel Foot
The purpose of this study was to investigate in-service physical education (PE) teachers’ experiences during online adapted physical education (APE) graduate courses. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology using an explanatory case study design. The participants (6 female and 3 male) were in-service PE teachers enrolled in an online graduate APE endorsement program. Data collection included journal reflection reports and face-to-face interviews. A constant comparative method was used to interpret the data. Three interrelated themes emerged from the participants’ narratives. The first theme, instructor communication, exposes the advantages and disadvantages the participants perceived regarding communication while enrolled in the online APE graduate courses. The second theme, bulletin board discussion experiences, described participants’ perceptions of the use of the bulletin board discussion forum. Lastly, the final theme, assessment experiences, described how the participants learned knowledge and skills through online courses related to assessment and evaluation.
Andrew P. Driska and Daniel R. Gould
Research has shown that coaches learn through reflective practice (Trudel & Gilbert, 2006), that communities of practice can assist the reflective process (Culver & Trudel, 2008), and that problem-based learning can increase critical thought by coaches (Jones & Turner, 2006). To help coaches develop reflective practice skills in an online course, the authors designed and implemented a novel assignment combining the principles of a community of practice with problem-based learning. Small groups of students were presented with a problem scenario and then met synchronously online using a low bandwidth group chat application (EtherPad) to diagnose the problem, strategize, and outline a solution. Students were able to conduct group meetings with only minor technical diffculties, and their written work demonstrated that a moderate level of refection had occurred. Future assignment redesigns should allow more opportunities for student-instructor interaction to facilitate greater development of student reflective practice skills.