Exploring the difficulties and strategies of practicing online classes experienced by high school veteran physical education teachers in the Corona19 Pendemic

Lee, Eui Jae; Sungzoon, Zae; Youn, HyunSu

doi:10.22251/jlcci.2020.20.14.339

Cited by 8 publications

(13 citation statements)

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“…In the studies of Ko, Kim, and Kim [27], Lee and Kim [17], Lee and Lee [12], academic achievement showed a high correlation with learning satisfaction, and academic achievement was set as an exogenous variable to measure learning satisfaction, proving that its influence is significant. In addition, various studies have established hypotheses to investigate the relationship between learning satisfaction and academic achievement [9,31,33,66]. Thus, Hypothesis 5 was established to consider whether learning satisfaction would have a significant impact on cognitive academic performance.…”

Section: Learning Satisfaction and Academic Achievementmentioning

confidence: 99%

“…Research before COVID-19 has dealt with topics of education such as cyber universities, K-MOOC, and e-learning, but in recent studies, various topics about the rapidly changing educational environment are being studied. Lee, Zae, and Youn [9] analyzed the limitations of instructors and learners and suggested strategies to overcome them. Kim [10], Lee, and Jeong [11], Lim and Lee [12] conducted research to improve the quality of classes by exploring factors affecting learning satisfaction and achievement in online education.…”

Section: Introductionmentioning

confidence: 99%

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The Relationships among Quality of Online Education, Learning Immersion, Learning Satisfaction, and Academic Achievement in Cooking-Practice Subject

Kim

Lee

2021

Sustainability

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The purpose of this study was to identify the problems of online education perceived by learners in a time when non-face-to-face online lectures are conducted due to the spread of COVID-19, and suggest measures to improve educational outcomes. Therefore, the structural influence of cooking practice on the quality of online lessons, learning immersion, learning satisfaction, and the achievement felt by learners was verified. The sample of the study was a college student majoring in cooking, and a total of 509 responses were used for analysis. The results of the study are as follows: First, it was analyzed that there was a significant influence on learning immersion in the order of content, interaction, and educational environment among the quality of online classes. Second, among the quality of online classes, class content and educational environment showed positive (+) influence on learning satisfaction. Third, learning immersion and learning satisfaction showed a positive influence on academic achievement. Fourth, in the direct effect of online class quality on academic achievement, it was analyzed that only class content had a positive (+) effect. Based on the results of this study, the provision of learning materials with detailed explanations was suggested in the online cooking practice class rather than providing a simple cooking video. In addition, it was suggested that as a way to improve academic achievement of online education, it is necessary to provide content that allows learners to immerse themselves in class, as well as class content and educational environment, and consider learning satisfaction.

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Section: Learning Satisfaction and Academic Achievementmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Relationships among Quality of Online Education, Learning Immersion, Learning Satisfaction, and Academic Achievement in Cooking-Practice Subject

Kim

Lee

2021

Sustainability

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“…The COVID-19 pandemic has provided an opportunity for teachers' learning communities to work effectively in practice. Communities of practice have mostly operated within or outside teachers' own schools, promoting the exchange of information regarding the implementation of online education (Che & Lee, 2020;Cho et al, 2020;Lee, 2020;Son & Lee, 2020;Yang et al, 2020). Teachers' learning communities were organized both online and offline according to subject, grade-level, or school.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Communities of Practice in Response to the COVID-19 Pandemic: Will Innovation in Teaching Practices Persist and Prosper?

2022

JCT

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This study explores how teachers' communities of practice facilitated the transition to emergency remote teaching after school closures in South Korea during the coronavirus disease 2019 (COVID-19) pandemic. We also investigate whether and how teachers’ online education experiences in times of crisis continue to influence face-to-face teaching practices. We first conducted a literature review on teachers building communities of practice to cope with the pandemic and their execution of emergency remote teaching with collective professionalism. Five experienced teachers from elementary and middle schools participated in a semi-structured interview to share their experiences since the outbreak of COVID-19 until Spring 2022. We found that in response to significant pandemic-related challenges, teachers rapidly adapted to the digital educational environment, with assistance from their peers, through online and offline learning communities. Moreover, teachers’ online education experiences have contributed to innovative teaching practices with technological integration. We present the implications for teacher education research and practice in the post-COVID-19 era.

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“…They have experienced complications in designing curriculum plans and teaching-learning environments. In addition, applying the teaching methods, interacting with students, evaluating their performance, preparing classes, and conducting them every week have also been found to be problematic [2].…”

Section: Introductionmentioning

confidence: 99%

Comparison of Health Awareness in South Korean Middle School Students According to Type of Online Physical Education Classes during the COVID-19 Pandemic

Yoo

Han

Youn

et al. 2021

IJERPH

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Coronavirus disease 2019 popularized online classes to prevent educational deficits affected by the pandemic. This study aimed to assess the differences in the importance and performance of health awareness in Korean middle school students according to the types of online physical education classes they attended during the coronavirus disease 2019 pandemic. Overall, 583 participants were selected using a convenience sampling method; the data were obtained through an online survey using Google forms. Frequency analysis, reliability analysis, independent sample t-test, and importance–performance analysis were performed. First, the differences between importance and performance were found to be the most for sleep and physical activity management, and the least for disease and hygiene management. In addition, both groups demonstrated higher importance and performance for hygiene and disease management. There were significant differences in the importance and performance of all the sub-factors. Second, hygiene, disease management, and mental health management were found in quadrant I in both groups, while physical activity, sleep, and dietary habit management were in quadrant III. No factors were in quadrants II and IV. Correspondingly, there was no significant difference in adolescents’ health awareness between the assignment-based online group and interactive online group.

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Exploring the difficulties and strategies of practicing online classes experienced by high school veteran physical education teachers in the Corona19 Pendemic

Cited by 8 publications

References 0 publications

The Relationships among Quality of Online Education, Learning Immersion, Learning Satisfaction, and Academic Achievement in Cooking-Practice Subject

The Relationships among Quality of Online Education, Learning Immersion, Learning Satisfaction, and Academic Achievement in Cooking-Practice Subject

Teachers’ Communities of Practice in Response to the COVID-19 Pandemic: Will Innovation in Teaching Practices Persist and Prosper?

Comparison of Health Awareness in South Korean Middle School Students According to Type of Online Physical Education Classes during the COVID-19 Pandemic

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