Developing Online Graduate Coursework in Adapted Physical Education Utilizing Andragogy Theory

Sato, Takahiro; Haegele, Justin A.; Foot, Rachel

doi:10.1080/00336297.2017.1284679

Cited by 15 publications

(12 citation statements)

References 22 publications

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“…For example, the master's program may be better to invite English language specialists and embrace a language focus in teaching design, so that both the professors and students can design debates (as an example) about a sport for development scenario. Debates encourage PE teachers to think critically and organize their thoughts in a clear, cohesive, and convincing manner ( Sato et al, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

“…As such, all interviews were conducted online using the Microsoft Teams communication and collaboration platform. The interview questions were developed based on previous research on students’ experiences in EMI courses ( Kang, 2018 ) and online learning ( Sato et al, 2017 ) and modified for the present study based on results from a pilot study. In the pilot study, two Japanese kinesiology professors who both teach international development and peace through sport courses and were familiar with qualitative research also reviewed the interview questions.…”

Section: Methodsmentioning

confidence: 99%

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Japanese Graduate Students’ Experiences in Online International Development and Peace Through Sport Courses Using English-Medium Instruction During the COVID-19 Pandemic

Oishi

Sato

Miller

et al. 2022

International Journal of Educational Reform

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The purpose of this study was to investigate five Japanese graduate (master's level) students’ experiences in online courses in international development and peace through sport that used English as the medium of instruction. The study was situated in the framework of andragogy theory and used a descriptive-qualitative design using an in-depth, semistructured interview approach using online oral and written interviews. Three emergent themes were established. These recurrent themes were (a) learning online specialized content using English as a second language, (b) students’ struggles in group projects through online education, and (c) students’ opinions about the improvement of online education. To better support Japanese graduate students’ online learning, this study encourages academic departments, administrators, and faculty to better design appropriate courses and online activities. This will contribute to a greater appreciation for the richness of sports development and peace and to increasing the availability of meaningful academic and social experiences for graduate students at Japanese universities.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Japanese Graduate Students’ Experiences in Online International Development and Peace Through Sport Courses Using English-Medium Instruction During the COVID-19 Pandemic

Oishi

Sato

Miller

et al. 2022

International Journal of Educational Reform

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“…Peer feedback helped each participant establish realistic and valid judgments about their own posts (Boud, Lawson, & Thompson, 2015: Sato, Haegele, & Foot, 2017b: Sato & Haegele, 2017. It is important that peer feedback and responses of artifacts using the discussion board provided all students with access to peer feedback and response opportunities for "a second look" and "a second think" about bulletin board discussion practices.…”

Section: Discussionmentioning

confidence: 99%

“…Despite a dramatic growth in online education in various academic areas in kinesiology (Bryan, 2014), there is a lack of research examining the effectiveness of online modalities, and guidelines are limited in terms of developing and implementing an appropriate educational experience for undergraduate students enrolled in online courses. Recently, adapted physical education (APE) scholars studied graduate students' and in-service physical educators' experiences (Sato, Haegele, & Foot, 2017a), engagement (Sato & Haegele, 2017), online course materials and content (Sato, Haegele, & Foot, 2017b), and graduate professional development (Sato & Haegele, 2018) through online APE graduate courses using andragogy (adult learning theory). In summary, the results of these studies demonstrated that in-service physical education teachers can have positive learning experiences when learning about teaching students with disabilities and that online APE courses can help participants store and access online reading materials and assessment tools that solve teaching issues and concerns (Sato & Haegele, 2017;2018).…”

Section: Undergraduate Kinesiology Students' Experiences In Online Momentioning

confidence: 99%

Undergraduate Kinesiology Students’ Experiences in Online Motor Development Course

Sato

Haegele

2018

OLJ

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The purpose of this study was to investigate kinesiology students' experiences in an undergraduate online life span motor development course. This study was based on a theory of transactional distance (Moore, 1997). Seven undergraduate kinesiology majors (5 females, 2 males) enrolled in an online course at a Midwestern public university in the US participated in this study. Data collection included face-to-face, open-ended interviews, bulletin board discussion logs, and online assessment projects. A constant comparative method was used to interpret the data, which allowed themes to emerge from the data as well as from the theoretical framework. Three interrelated themes emerged from the students' narratives: rigors and flexibility in online course learning, peer feedback experiences, and video assessment analysis. The results of this study demonstrate that undergraduate students can have independent learning styles and kinesthetic characteristics and concepts when enrolled in online life span motor development coursework. Online kinesiology courses should be centered on a set of student tasks (lectures, projects, and assignments) that constitute learning experiences that engage students, either independently and collaboratively, in order for them to master the objectives of the course (Carr-Chellman & Duchastel, 2001).

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“…The article by Housel (2020) discusses the problems of preliminary training and advanced training of teachers for adults. Researchers are considering innovative methods and forms of adult learning, such as MOE platforms, distance courses and online programs (Sato, Haegele & Foot, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Training an Andragogue as a Specialist in Adult Education

Labinska

Дубасенюк

Orosz

et al. 2020

RREM

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The problem of adult education is actualized in the context of today, due to the introduction of continuing education and the need for lifelong learning. One of the priorities of education is always relevant to the preparation and development of the staffing potential of the education system, including adult education. The leading specialist in this field is andragogue as a specialist in training, counseling, providing social assistance and performing organizational and managerial functions in the adult environment. The relevance and demand for the training of andragogues is conditioned by the growing influence of education on the course of socioeconomic , political, and cultural development of the world community. In order to find out the real state of andragogue preparation in Ukraine, the authors developed and tested a questionnaire of online adult education experts using the Google form. The results of the study show that representatives of state institutions, non-governmental organizations and public associations have enough scientific and practically oriented experience in the field of adult education. Their activities are centered around providing adult education and counseling services to careers, mobility, retraining and life trajectory design. The need for training andragogues as specialists in the field of adult education capable of effectively organizing the adult learning process has been identified. Respondents identified significant personal qualities of the andragogue: organizational and communicative abilities, broad outlook, emotional stability, availability of analytical, prognostic and project skills and cognitive activity.

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Developing Online Graduate Coursework in Adapted Physical Education Utilizing Andragogy Theory

Cited by 15 publications

References 22 publications

Japanese Graduate Students’ Experiences in Online International Development and Peace Through Sport Courses Using English-Medium Instruction During the COVID-19 Pandemic

Japanese Graduate Students’ Experiences in Online International Development and Peace Through Sport Courses Using English-Medium Instruction During the COVID-19 Pandemic

Undergraduate Kinesiology Students’ Experiences in Online Motor Development Course

Training an Andragogue as a Specialist in Adult Education

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