Undergraduate Kinesiology Students’ Experiences in Online Motor Development Course

Abstract

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).

A Short Review of Online Learning Assessment Strategies

“…Furthermore, some software may pose a threat to the personal data of students. A more extensive and fundamental strategy would be to diversify the assessment methods over the course (Sato & Haegele, 2018), such as using problem-based learning, frequent quizzes, and closed-book exams focused on problem solving. Therefore, by avoiding high-stakes assessment, anxiety in students can be minimised, thus indirectly helping them to focus on the learning than the outcome of the assessment.…”

Maximizing the utility of online assessment tools in the pandemic era- A narrative review

“…16 c. Few students may not accept comments on their posts. 10 d. Few students may not provide feedback or comments.…”

“…15 c. Personalized feedback to the students can be provided on how to make their discussion points effective. 10 d. Word limits can be set for each post so that the posts are more manageable and students can make their points clearer. This may prevent the students from writing and reading long discussion posts.…”

The Personalized System of E-Modul Instructions in Physical Education Online Learning

“…PE online learning demands a positive attitude and readiness of students in online learning (Hergüner et al, 2021;Salafi et al, 2022). PE online learning requires the independence of students (Sato & Haegele, 2018;Utami et al, 2023). Therefore, it is necessary to apply learning models and learning media that can accommodate the needs of students in independent and structured learning.…”