, transportation, and scheduling difficulties ( van Waart et al., 2016 ). Online interventions have become more popular in recent years (due to the growing ubiquity of smartphones and computers) and have the potential to help cancer patients/survivors overcome barriers to in-person interventions, as they can be
Ryan Eckert, Jennifer Huberty, Heidi Kosiorek, Shannon Clark-Sienkiewicz, Linda Larkey, and Ruben Mesa
This investigation tested the proposal that a “highly accurate” and temporally unstable stored target representation is available to the motor system for the online control of memory-guided reaches. Participants reached to a target that was: (a) visible during the response, (b) extinguished at movement onset, and (c) occluded for 0, 500, 1500 and 2,500 ms in advance of response cueing. Additionally, trials were performed with (i.e., limb visible) and without (i.e., limb occluded) vision of the reaching limb. Results showed that limb occluded trials undershot the target location in each target condition, and were characterized by a primarily offline mode of control. In contrast, limb visible trials showed a consistent level of endpoint accuracy for each target condition and elicited more online reaching corrections than limb occluded trials. It is therefore proposed that a reasonably accurate and temporally stable stored target representation can be combined with vision of the moving limb for the online control of memory-guided reaches.
Duane Knudson and Melissa Bopp
Public health concerns from the COVID-19 pandemic drove a majority of university instruction from traditional, face-to-face delivery to hybrid and online delivery in early 2020. This likely slowed the spread of the disease and sparked a reexamination of university instruction; however, it may have
Margaret T. Harris and Mike Metzler
Online Education Online education is one of the fastest growing trends in K-12 education today, evidenced by its expansion across the United States as well as the growth of literature and research in this area ( Gemin, Pape, Vashaw, & Watson, 2015 ; Means, Toyama, Murphy, & Bakia, 2013 ). The
Michael Kirkwood, Sheau-Fen Yap, and Yingzi Xu
In the sporting arena, the consumption of sport is increasingly moving to the online realm. Online social networks have facilitated extensive interactions and collaborative consumption activities among like-minded fans, leading to the creation of online sport-fan communities ( Hedlund, 2014 ). In
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.
Online learning has grown at a rapid pace in the last decade (Allen & Seaman, 2005). The purpose of this paper is to present some of the most recent technologies associated with online coaching education in academic settings. The effectiveness of the online learning environment is controversial (USDOE, 2009; Jaggars & Bailey, 2010). Therefore, it is critical to examine strategies that can be used to ensure learning outcomes. A series of tips for online educators are offered. Multiple tools for educators, including blogs, wikis, Google Cloud, instant messaging and YouTube are discussed in relation to possible course assignments within a coaching education curriculum. The paper concludes with a few suggestions for educating large groups.
Carla Meijen, Alister McCormick, Paul A. Anstiss, and Samuele M. Marcora
population who could benefit from this psychological research are people who participate and compete in endurance sports and events. A promising way of sharing research with endurance athletes are online interventions ( McCormick et al., 2020 ). A large and increasing number of people participate and compete
John Stoszkowski and Dave Collins
A reflective approach to practice is consistently espoused as a key tool for understanding and enhancing coach learning and raising the vocational standards of coaches. As such, there is a clear need for practical tools and processes that might facilitate the development and measurement of “appropriate” reflective skills. The aim of this preliminary study was to explore the use of online blogs as a tool to support refection and community of practice in a cohort of undergraduate sports coaching students. Twenty-six students (6 females, 20 males) reflected on their coaching practice via blogs created specifically for refection. Blogs were subjected to category and content analysis to identify the focus of entries and to determine both the emergent reflective quality of posts and the extent to which an online community of practice emerged. Findings revealed that descriptive refection exceeded that of a critical nature, however, bloggers exhibited a positive trajectory toward higher order thinking and blogs were an effective platform for supporting tutor-student interaction. Despite the peer discourse features of blogs, collaborative refection was conspicuous by its absence and an online community of practice did not emerge.
Okseon Lee, Euichang Choi, Victoria Goodyear, Mark Griffiths, Hyukjun Son, Hyunsoo Jung, and Wonhee Lee
with the needs of their own contexts ( Cordingly et al., 2015 , Vangrieken et al., 2017 ). Teacher communities are thereby a powerful context for professional development (c.f. Vangrieken et al., 2017 ) that can be supported and developed in online and digital spaces ( Greenhow & Lewin, 2016 ; Macià