A Happy Marriage: The Union of Online Instruction and Community-Based Learning

Lee, Jason W.; Kane, Jennifer J.; Gregg, Elizabeth A.

doi:10.1080/08924562.2016.1205537

Cited by 6 publications

(2 citation statements)

References 9 publications

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“…The context of the mentoring relationship also matters. For example, the significance of community-based learning (CBL) initiatives in sport affiliated academic programs have been emphasized in varied publications recognizing the benefits of communitybased learning (CBL) and service learning (SL) and their connection to effective pedagogy (Lee, Bush, & Smith, 2005;Lee, Kane, & Gregg, 2016). The purpose of this article is to examine an impactful CBL initiative featuring student-athletes engaging in leadership-themed mentoring of urban middle school students.…”

Section: Introductionmentioning

confidence: 99%

Ready to Serve: Community-Based Leadership Learning through a Student-Athlete Mentorship Program

Ohlson

Gregg

2021

JERP

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Research shows that mentoring is a powerful tool to enhance community engagement and develop personal growth in student-athletes. In the Collegiate Achievement Mentoring Program [CAMP] at the [UNIVERSITY], intercollegiate student-athletes serve as leadership mentors to K-12 students. The “Mentees/Apprentices” demonstrated substantial improvements in GPA and attendance during their mentoring semester, while the intercollegiate student-athlete “Mentors/Coaches” showed improvements in GPA, public speaking confidence. This paper will share successes and challenges associated with program development and implementation along with strategies for replication at institutions globally.Keywords: Leadership Development, Mentoring, Community-based learning, Student-Athletes

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Section: Introductionmentioning

confidence: 99%

Ready to Serve: Community-Based Leadership Learning through a Student-Athlete Mentorship Program

Ohlson

Gregg

2021

JERP

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“…In their study of PETE programmes across five countries, O’Brien et al (2020) concluded that the implementation of novel methodologies to meaningfully engage student teachers through online PETE is a critically important consideration for effective PETE programme delivery. Lee et al (2016) present a case study in which they state that educators also need to be aware in advance of the challenges that can arise in the online teaching and learning environment; however, the authors conclude that there are valuable opportunities when marrying community-based learning experiences with effective online instruction (e.g. through innovative and creative PETE programme considerations).…”

Section: Introductionmentioning

confidence: 99%

Physical education student teachers’ wellbeing during Covid-19: Resilience resources and challenges from school placement

Brien¹,

O’Brien

Costa

et al. 2022

European Physical Education Review

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The coronavirus 2019 (Covid-19) pandemic has given rise to significant global challenges across education, and specifically in the physical education teacher education (PETE) community. Students attending teacher education programmes during the Covid-19 pandemic have experienced an abrupt and unprecedented pedagogical transition from a face-to-face capacity to remote teaching, learning, and assessment environments. Crucially, student teachers’ school placement experiences faced increased challenges and practical implications from additional environmental and social changes. In the context of continued global and national challenges for initial teacher education (ITE) programmes, the present qualitative study, using a representative sample of 24 student physical education (PE) teachers from a PETE programme, investigates the perceived implications of the Covid-19 pandemic on student teachers’ practice and wellbeing during their final 2020/2021 academic year. Results indicate that student teachers maintain that exercise, connections with the university and school placement communities, alongside personal and professional organisation skills serve as resilience resources protecting their wellbeing. Conversely, student teachers express that school placement isolation, restricted PE delivery, increased workload, low teacher efficacy, and the responsibility to implement Covid-19 behaviour regulations presented as challenges that negatively affect their wellbeing. The paper concludes with practices that may further support PETE and ITE programmes and their student teachers to maintain a stable level of wellbeing throughout their careers.

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A Systems View of Supporting the Transfer of Learning through E-Service-Learning Experiences in Real-World Contexts

Stefaniak

2020

TechTrends

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A Happy Marriage: The Union of Online Instruction and Community-Based Learning

Cited by 6 publications

References 9 publications

Ready to Serve: Community-Based Leadership Learning through a Student-Athlete Mentorship Program

Ready to Serve: Community-Based Leadership Learning through a Student-Athlete Mentorship Program

Physical education student teachers’ wellbeing during Covid-19: Resilience resources and challenges from school placement

A Systems View of Supporting the Transfer of Learning through E-Service-Learning Experiences in Real-World Contexts

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