Physical Education Students’ Perceptions of the Effectiveness of Their Distance Education Courses

Frimming, Renee; Bordelon, Thomas D.

doi:10.18666/tpe-2016-v73-i2-2759

Cited by 13 publications

(8 citation statements)

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“…On the other hand, students may feel the online discussion assignment lacks clarity and be at a loss on how to proceed. This may be due in part to the students' perception of online education activity (Frimming & Bordelon, 2016). Students may not fully understand the value of the threaded discussion as a learning forum (Acolatse, 2016) and view it as merely busy work.…”

Section: Review Of Related Literaturementioning

confidence: 99%

The Impact of Program-Wide Discussion Board Grading Rubric on Student and Faculty Satisfaction

McKinney

2018

OLJ

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Abstract:In addition to learning more about a topic, online discussion activities may be used to develop skills in reflective practice, critical evaluation, and leadership. Faculty often spends a great amount of time and energy developing discussion assignments that will improve these skills and align with course learning outcomes. Facilitating and evaluating online discussion assignments can seem overwhelming and time-consuming for instructors. Students may feel the online discussion forum assignments lacks clarity and be at a loss on how to proceed. Incongruity about the assignment occurs when the instructor’s expectations about the discussion activity and the students' understanding about the assignment’s expectations do not align. This article will review a collaborative process used to align instructor expectations and student understanding for the express purpose of evaluating online discussion board assignments in a fair and objective manner.

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Section: Review Of Related Literaturementioning

confidence: 99%

The Impact of Program-Wide Discussion Board Grading Rubric on Student and Faculty Satisfaction

McKinney

2018

OLJ

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“…To better understand these perceptions, qualitative research typically utilises smaller sample sizes than quantitative studies. While the current study (n = 18) involved a sample slightly larger than other qualitative studies in the BL literature (n = 14-16 participants) (Frimming & Bordelon, 2016;Gulbahar & Madran, 2009;Harnisch & Taylor-Murison, 2012), our sample involved six Year 1 undergraduate, eight Year 2 undergraduate and all four Master of Sports Science students.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of sport science students on the potential applications and limitations of blended learning in their education: a qualitative study

Keogh

Gowthorp

McLean

2017

Sports Biomechanics

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This study sought to gain insight into blended learning-naive sports science students' understanding and perceptions of the potential benefits and limitations of blended (hybrid) learning, which has been defined as the thoughtful integration of face-to-face and online instructional approaches. Five focus groups, each comprising 3-4 students from either the undergraduate or postgraduate sports science programmes were conducted. The focus groups were facilitated by a researcher who was not involved in sports science. Audio recordings of the focus groups were transcribed verbatim. NVivo software was used to code the transcripts to identify the themes and subthemes. Students generally had little initial understanding of blended learning. When provided with a definition, they believed that blended learning could improve educational outcomes and assist those who were legitimately unable to attend a session. Their reservations about blended learning mainly related to some students not being sufficiently autonomous to undertake independent study, timetabling considerations and access to reliable Internet services. For blended learning to be effective, students felt the online material had to be interactive, engaging and complement the face-to-face sessions. Better understanding the perceptions of the students in the current study may assist educators who are considering implementing blended learning in their teaching.

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“…Additionally, this format provides students with the flexibility to reflect on learning content and refine their contributions, as they have more time to fully express their thoughts in an asynchronous online discussion board (Brierton et al, 2016; Hrastinski, 2008). However, the real-time interaction is limited which may result in feelings of frustration due to a lack of immediate response or timely support (Frimming and Bordelon, 2016). Therefore, students usually experience a sense of isolation and loneliness that may further increase the online course dropout rate (Ali and Smith, 2015; Bowers and Kumar, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ expectations of instructors in face-to-face and online learning environments at a Chinese university

Lin

Huang

Lin

2023

E-Learning and Digital Media

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With the fast development of technology and the prevalent use of high-speed internet across campus, online courses have become a necessary option for course delivery in many universities in China. A sample group of 158 university students participated in this study. We examined differences in their expectations of instructors between face-to-face and online course settings. Results indicated that Chinese students expect their instructors to have some overlap characteristics in both sets, including being knowledgeable about the subject, building class rapport, having realistic expectations of students, and providing fair testing and grading. Specifically, Chinese students expect instructors who teach online courses to be more confident, creative, interesting, and humble. Chinese students also hope online instructors actively motivate class discussion and promote critical thinking, and are intellectually stimulating.

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Physical Education Students’ Perceptions of the Effectiveness of Their Distance Education Courses

Cited by 13 publications

References 0 publications

The Impact of Program-Wide Discussion Board Grading Rubric on Student and Faculty Satisfaction

The Impact of Program-Wide Discussion Board Grading Rubric on Student and Faculty Satisfaction

Perceptions of sport science students on the potential applications and limitations of blended learning in their education: a qualitative study

Students’ expectations of instructors in face-to-face and online learning environments at a Chinese university

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