Relevant bibliographies by topics / Online physical education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Online physical education'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Online physical education"

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Buschner, Craig. "Online Physical Education." Journal of Physical Education, Recreation & Dance 77, no. 2 (February 2006): 3–8. http://dx.doi.org/10.1080/07303084.2006.10597818.

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Mohnsen, Bonnie. "Implementing Online Physical Education." Journal of Physical Education, Recreation & Dance 83, no. 2 (February 2012): 42–47. http://dx.doi.org/10.1080/07303084.2012.10598727.

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Kooiman, Brian J., Dwayne P. Sheehan, Michael Wesolek, and Eliseo Reategui. "Exergaming for Physical Activity in Online Physical Education." International Journal of Distance Education Technologies 14, no. 2 (April 2016): 1–16. http://dx.doi.org/10.4018/ijdet.2016040101.

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For many the thought of students taking an online course conjures up images of students sitting at a computer desk. Students taking online physical education (OLPE) at home may lack opportunities for competitive or cooperative physical activity that are available to students in a traditional setting. Active video games (exergames) can be played over the internet between students. Exergames allow for a new and possibly effective genre of physical activity that offers OLPE students the opportunity to interact in relevant, engaging, and entertaining physical activity with other students. Secondary student (N=124) heart rates were recorded before exergaming, after playing a non-player character, and after playing another student remotely over the internet. The results show that exergaming between students over the internet can raise student heart rates to moderate levels of physical intensity commensurate with guidelines for Physical Intensity for secondary students. Exergames show promise for physical activity in an OLPE course when played against a non-player character and a remote partner.
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Guan, Bo. "Determination of China's Online Physical Education Object." Procedia Engineering 29 (2012): 3557–61. http://dx.doi.org/10.1016/j.proeng.2012.01.530.

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Lu, Chunlei, Joe Barrett, and Olivia Lu. "Teaching physical education teacher education (PETE) online: Challenges and solutions." Brock Education Journal 29, no. 2 (September 4, 2020): 13. http://dx.doi.org/10.26522/brocked.v29i2.828.

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The COVID-19 pandemic has presented unprecedented challenges for physical education teacher education (PETE), and PETE appears to suffer the most when transitioning from face-to- face to virtual (online) environments due to the characteristics of PE. There is no literature found to address the profound challenges and solutions for teaching PETE online that we so desperately need nowadays. The present study examined specific challenges and solutions for online PETE. Future research directions are provided.
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Daum, David N., and Amelia M. Woods. "Physical Education Teacher Educator’s Perceptions Toward and Understanding of K-12 Online Physical Education." Journal of Teaching in Physical Education 34, no. 4 (October 2015): 716–24. http://dx.doi.org/10.1123/jtpe.2014-0146.

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K-12 online physical education (OLPE) is as an educational opportunity in at least 30 states in the US (NASPE, 2006; 2010; 2012). The purpose of this study was to examine physical education teacher educators’ perceptions toward and understanding of K-12 OLPE. Bandura’s Social Cognitive Theory (1986) served as the theoretical framework for this study. Data were collected utilizing semistructured open-ended interviews. Participants (N = 25) were current physical education teacher education (PETE) faculty members at universities granting bachelor’s degrees in physical education certification. Participants believed that NASPE (2004) National Physical Education Standards could be met online, except for Standard 1, which relates to motor skill competency. Participants were almost unanimous in their beliefs that OLPE should not be designed for elementary-aged children, but is viable at the high school level. This study provided initial insight into PETE faculty members’ knowledge about and perceptions of K-12 OLPE, however additional research is warranted.
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Kooiman, Brian J., Dwayne P. Sheehan, Michael Wesolek, and Eliseo Retegui. "Moving online physical education from oxymoron to efficacy." Sport, Education and Society 22, no. 2 (March 2, 2015): 230–46. http://dx.doi.org/10.1080/13573322.2015.1015978.

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Sato, Takahiro, and Justin A. Haegele. "Physical educators’ engagement in online adapted physical education graduate professional development." Professional Development in Education 44, no. 2 (February 15, 2017): 272–86. http://dx.doi.org/10.1080/19415257.2017.1288651.

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Sato, Takahiro, Justin A. Haegele, and Rachel Foot. "In-Service Physical Educators’ Experiences of Online Adapted Physical Education Endorsement Courses." Adapted Physical Activity Quarterly 34, no. 2 (April 2017): 162–78. http://dx.doi.org/10.1123/apaq.2016-0002.

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The purpose of this study was to investigate in-service physical education (PE) teachers’ experiences during online adapted physical education (APE) graduate courses. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology using an explanatory case study design. The participants (6 female and 3 male) were in-service PE teachers enrolled in an online graduate APE endorsement program. Data collection included journal reflection reports and face-to-face interviews. A constant comparative method was used to interpret the data. Three interrelated themes emerged from the participants’ narratives. The first theme, instructor communication, exposes the advantages and disadvantages the participants perceived regarding communication while enrolled in the online APE graduate courses. The second theme, bulletin board discussion experiences, described participants’ perceptions of the use of the bulletin board discussion forum. Lastly, the final theme, assessment experiences, described how the participants learned knowledge and skills through online courses related to assessment and evaluation.
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Apriyanto, Rohmad, and Adi S. "Effectiveness Of Online Learning and Physical Activities Study In Physical Education During Pandemic Covid 19." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 5, no. 1 (March 27, 2021): 64–70. http://dx.doi.org/10.33369/jk.v5i1.14264.

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This study aims to determine the effectiveness of learning and physical activity in Physical Education with online media during the covid 19. Pandemic is a descriptive quantitative research about learning conditions using online learning. The population in this study SMA Plus Alfatimah students who carry out online learning. The samples in this study were Class X, XI and XII sample using total sampling. There are 346 respondes. The data collection instrument used online learning questionnaire used google form. Data analysis used descriptive statistics. The study showed that, students assessed physical education learning with online learning is very effective (8.3%) effective (36.9%) normal (40.2%) although there are also students who think ineffective online learning (11.6) very ineffective (2.9%). Result research on physical activity during the covid pandemic 19 (4.6) students do very high physical activity, (19.9%) in the high category. (69.7%) medium category and (5.8%) in low category. Types of sports activities that are conducted by students (65.1 °%) health sports, (23.2%) recreational sports, (9.1%) sports education, (2.6%) accomplishment sports. The habits of students has changes because this pandemic. Students are more often help parents activities at home. Habit changes due to during the pandemic, students do not live in school dormitories but in school respective homes. During online activities most of the students do not experienced significant impacts both physically and psychologically. Learners tend to be more interested in a mix of learning both online and offline. Students also have a deep level of interest use of certain online media used by educators. Learners also have an interest in the approach to using online learning methods.
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Dissertations / Theses on the topic "Online physical education"

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Jackson, Joyce Marie. "An Examination of the Perceptions of Online Physical Education: How Fit is Online PE?" Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1428412113.

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Brannen, Josh Caleb. "Implications and recommendations for online physical education at secondary level." CSUSB ScholarWorks, 2011. https://scholarworks.lib.csusb.edu/etd-project/3324.

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The purpose of this project is to examine how online physical education courses impact student learning and achievement of fitness and health standards now that budget cuts are leading to the curtailing or elimination of traditional physical education classes at the secondary level of K-12 education.
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Walsh, Nathan. "Boys and blended learning: achievement and online participation in physical education." Thesis, University of Canterbury. School of Teacher Education, 2013. http://hdl.handle.net/10092/8177.

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The achievement of boys at secondary school in New Zealand has been a significant educational issue for decades. Many different approaches and initiatives have been used to raise boys’ achievement. Using Information Communication Technology (ICT) for education is just one of these strategies. A developing body of literature suggests that using ICT to teach in a blended format can raise student achievement and there is also evidence to suggest that boys appear to participate at a higher level when ICT is used in education. An action research approach was used to investigate my online teaching practice. A team teaching approach was used for teaching this blended learning module. Sixteen boys were taught a unit of work in a blended format based on a physical education achievement standard. Students were taught six lessons face-to-face in a traditional classroom setting and six lessons online using self-directed study in a computer lab setting. This study used qualitative data collection methods supported with descriptive statistics to gain an understanding of online module participation and NCEA achievement. In order to encourage participation, a social constructivist theory underpinned the design of the online module. Participants involved in the study were taught a unit of work in a blended format and completed a pre-course questionnaire. Following analysis of participation and achievement at the end of the online module, five students were selected to participate in individual post-course interviews. The results of this study showed that achievement of boys taught in a blended format was higher than that of students taught solely face-to-face. Findings also indicated a strong relationship between online module participation and overall achievement. Conclusions from this study revealed that student characteristics, technical difficulties, specific online activities and the role of the teacher, were important factors for the success of the unit of work taught in a blended format. Recommendations from this study may be useful to inform and guide future blended learning units of work within the secondary education sector - particularly for boys' schools.
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Ware, Deborah M. "Social Competence of High School Students Enrolled in Online Physical Education Courses." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3490.

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The purpose of this study was to assess the social competence of high school students enrolled in online Physical Education courses. Additionally, the demographic information regarding students who enroll in online Physical Education courses was examined. The subjects for this study included sixty students taking one of two Physical Education courses at the Florida Virtual School during the spring 2005 term. The entire curriculum of the Florida Virtual School is presented online and students live throughout the entire state of Florida. Therefore, the entire study was administered online. The assessment instrument used was the Teenage Inventory of Social Skills created by Heidi Inderbitzen. The Teenage Inventory of Social Skills is a 40-item self-report questionnaire consisting of statements rated on a 6-point continuum. The instrument was divided into two sub-scales; a positive scale and a negative scale. A One-Sample T-Test was used to compare the mean sample scores with the standard means. Frequencies were run to review demographic information. Results indicated that there was no significant mean difference found between the students enrolled in online Physical Education courses and the mean of students established by the TISS. The majority of respondents were female, Caucasian, and were attending public or private schools for most of their classes.
Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction
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Li, Tiannan. "PURCHASER STYLE OF CHINESE ONLINE SHOPPERS FOR SPORT PRODUCTS." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1367884003.

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Williams, Leslie Michelle. "A Case Study of Virtual Physical Education Teachers' Experiences in and Perspectives of Online Teaching." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4962.

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The 21st century has brought changes to education — changes that include greater distance learning options for middle and high school students. While distance learning has been around for a century, the progressive ways in which students are able to select and complete virtual courses through the internet in nearly every secondary content area are increasing. Physical education courses at the secondary level are among the courses offered online to students across the United States and Canada. One question that prevails in communities and particularly in physical education circles is, “How do you teach PE online?” In an effort to address that very question, this study sought to describe online secondary physical education instruction through the lived experiences of four teachers who were doing just that. This was a 12–week qualitative case study that included data from two interviews with each of the four online PE teachers, interviews with two distance education administrators, virtual classroom observations, field notes, and the researcher's reflections. Analysis of the data showed that these online PE teachers had similar pathways to the online setting, they provided individualized instruction to their students, they offered students choices in the online PE classes, they facilitated student success in the online PE classes, and they each implicitly ascribed to constructivist educational theories and practices as online PE teachers. The results of this study support the premise that online secondary–level PE instruction has been a viable option for some teachers in the U.S. and Canada.
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Paulsson, Olivia, and Therese Larsen. "Students' Motivation in a Physical English Classroom and Sustaining Motivation when Transferring to Online Education." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-42865.

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This study aimed to investigate in what ways a group of Swedish teachers and students of English at upper secondary school can provide and maintain motivation for learning English when required to transfer their teaching from the physical classroom to online mode. Two questionnaires were answered by 46 upper secondary school students and eight English teachers. The questionnaires were supplemented with separate interviews in which six students and two teachers participated. The questionnaires were analysed using Braun and Clarke’s thematic analysis model (2006), while the data resulting from the interviews was analysed through a phenomenological approach inspired by Amedeo Giorgi’s four-phase phenomenological method described in Phenomenology and Psychology Research (1985). The result of the study showed that students are motivated to learn English if they have a functioning relationship with their teacher, if they have friends who motivate them, and if lessons vary in format. However, when transferred to online mode, motivation was difficult to sustain. The students’ primary source of motivation, in the form of physical- and social connections was lost. Both students and teachers experienced online education as time-consuming.
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EIFERT-MANGINE, MARSHA A. "COMPARING LEARNING AND SATISFACTION WITH CONTINUING EDUCATION OF PHYSICAL THERAPISTS USING TRADITIONAL AND ONLINE FORMATS." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1163603071.

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Volansky, Kerry J. "What are Best Practices to Teach Orthopedic Psychomotor Skills in an Online Environment?" University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564912951811945.

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Hall, Amber M. "PE Central: A Possible Online Professional Development Tool." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4401.

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Bringing about positive teacher change in physical education is often a slow process not supported by traditional professional development practices. The purpose of this study was (a) to assess the usage and satisfaction with the online site PE Central and (b) to ascertain whether PE Central constitutes a valid source of professional development leading to changes in teaching practices and student learning outcomes. Participants (45 pre-service and 288 in-service teachers) completed an online survey assessing the effects of using PE Central on their perceptions of usage, satisfaction, professional development, teacher change, and student engagement. Results indicated no significant differences between pre- and in-service teachers in usage and satisfaction of PE Central, but that on average the sample population uses it monthly and are more satisfied than not with the site. Results further indicated that PE Central is positively related to provisional and permanent teacher change and increased student engagement. However, the researcher recommends changes in order for the site to become a viable professional development option for teachers.
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Books on the topic "Online physical education"

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Thani, Vivek. Buy Online Health And Physical Education Book: Administration & Supervision in Physical Education. Khel Sahitya Kendra, 2015.

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Methods of Group Exercise Instruction-3rd Edition with Online Video. Human Kinetics, 2014.

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Motor Learning and Control for Practitioners: With Online Labs. Taylor & Francis Group, 2013.

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Education, Pearson Teacher, and Pearson Evaluation Systems. Access Code Card for the Online Tutorial for the National Evaluation Series Physical Education Test. Pearson, 2011.

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Sproule, John. IB Sports, Exercise and Health Science Print and Online Course Book Pack. Oxford University Press, 2015.

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Jarvis, Carolyn. Health Assessment Online for Physical Examination and Health Assessment Version 2 (User Guide, Access Code and Textbook Package). 5th ed. Saunders, 2007.

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Health, Physical Education and Sport: Perspectives and Best Practices : Book of Abstracts of the 3rd International scientific and practical online conference, 12-13 May, 2021, Kyiv. Borys Grinchenko Kyiv University, 2021. http://dx.doi.org/10.28925/2021.51213168conf.

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Modern health care technologies, innovative practices in sports and physical education are covered in the Book of Abstacts. Philosophical, organizational and socio-economic aspects of the development of physical culture and sports, medical-biological, physiological and psychological principles of the athletes’ training, issues of physical education of different groups, present-day fitness technologies, physical therapy and ergotherapy are considered here
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Magill, Richard A. Motor Learning and Control: Concepts and Applications with Online Learning Center Bind-in Card. 8th ed. McGraw-Hill Humanities/Social Sciences/Languages, 2006.

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Douglass, Susan L. Developments in Islamic Education in the United States. Edited by Jane I. Smith and Yvonne Yazbeck Haddad. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199862634.013.003.

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This chapter describes efforts by the Muslim community in the United States to educate Muslims and the public about Islam. Historical background on the earliest forms of teaching in mosques, homes, and Islamic schools is introduced. The chapter surveys the most numerous Muslim educational institutions in the United States, namely, weekend schools and K‒12 full-time Islamic schools, analyzing issues such as the number of schools in operation, their curriculum, accreditation, physical plant, teacher certification, and funding. Other institutional developments surveyed include homeschooling, design and publication of educational media, higher education, and online education. Finally, teaching about Islam in US public schools is discussed in terms of the First Amendment guidelines, a voluntary framework for all religious curricula and standards as well as the textbooks that provide the content to which students are exposed.
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Barron's AP Physics 1 with Online Tests. Barrons Educational Series, 2018.

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Book chapters on the topic "Online physical education"

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Holden, George W., and Alan S. Brown. "Brief online education." In Ending the physical punishment of children: A guide for clinicians and practitioners., 13–18. Washington: American Psychological Association, 2020. http://dx.doi.org/10.1037/0000162-002.

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Zutin, Danilo Garbi. "Online Laboratory Architectures and Technical Considerations." In Cyber-Physical Laboratories in Engineering and Science Education, 5–16. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76935-6_1.

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Salzmann, Christophe, Wissam Halimi, Denis Gillet, and Sten Govaerts. "Deploying Large-Scale Online Labs with Smart Devices." In Cyber-Physical Laboratories in Engineering and Science Education, 43–78. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76935-6_3.

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Bundon, Andrea. "Blogging and Feminist Participatory Research Online." In The Palgrave Handbook of Feminism and Sport, Leisure and Physical Education, 275–92. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-53318-0_18.

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Hossain, Zahid, and Ingmar H. Riedel-Kruse. "Life-Science Experiments Online: Technological Frameworks and Educational Use Cases." In Cyber-Physical Laboratories in Engineering and Science Education, 271–304. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76935-6_11.

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Gobert, Janice D., Raha Moussavi, Haiying Li, Michael Sao Pedro, and Rachel Dickler. "Real-Time Scaffolding of Students’ Online Data Interpretation During Inquiry with Inq-ITS Using Educational Data Mining." In Cyber-Physical Laboratories in Engineering and Science Education, 191–217. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76935-6_8.

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Lv, Chang-min, Xue-ping Zhang, and Jun-peng Ji. "Research on Online Physical Education Micro Course System Based on Improved Machine Learning." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 230–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63952-5_20.

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Choresh, Noa, and Yesha’ayahu Hutzler. "The Impact of an Online Course of Inclusive Physical Education on Teachers’ Skills and Knowledge." In Advances in Intelligent Systems and Computing, 882–91. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39442-4_67.

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Richards, Laura. "Can Girls Play Sport? Gender Performativity in Online Responses to Sport England’s This Girl Can Campaign." In The Palgrave Handbook of Feminism and Sport, Leisure and Physical Education, 757–67. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-53318-0_48.

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Kommoss, Paula. "New Intimates." In Post-Digital, Post-Internet Art and Education, 147–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73770-2_9.

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AbstractContemporary digital technology is dramatically changing the ways in which intimacy is perceived. To be able to stay in touch, one is dependent on virtual forms of communication through computers and smartphones. These modes of online communication are increasingly generating the paradox of physical anonymity and virtual intimacy. The increasing touch-responsiveness of tablets responds to the current concern that through a constant touching of the screen, one may argue, that the human touch becomes redundant. Nevertheless the notion of touch will remain relevant, allowing for a critical investigation of the use of physical tactility within contemporary art, by examining a range of artistic approaches to bodily closeness in the post-digital age.
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Conference papers on the topic "Online physical education"

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Chu, Sharon Lynn, Francis Quek, Sourabh Bhangaonkar, and Alexander Berman. "Physical Making Online." In FabLearn '17: Conference on Creativity and Fabrication in Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3141798.3141803.

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Kooiman, Brian J., and Dwayne P. Sheehan. "Bridging Online Physical Education and Technology Assisted Physical Activity." In Power and Energy. Calgary,AB,Canada: ACTAPRESS, 2013. http://dx.doi.org/10.2316/p.2013.808-014.

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Wang, Gang. "Blackboard-Based Online Physical Education Curriculum Design." In 2014 International Conference on Management Science and Management Innovation (MSMI 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/msmi-14.2014.80.

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Barber, Wendy, and William Walters. "ONLINE PHYSICAL EDUCATION: A REVIEW OF THE RESEARCH." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.2191.

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Dorssemont, Jente, Ivo Dewit, and Alexis Jacoby. "ENRICHMENT OF ONLINE AND PHYSICAL COLLABORATION." In 23rd International Conference on Engineering and Product Design Education. The Design Society, 2021. http://dx.doi.org/10.35199/epde.2021.23.

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Le, Shiqing, and Yuan Wen. "Study on the Organic Integration of Physical Education and Online Education." In International Conference on Education, Management and Computing Technology (ICEMCT-16). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemct-16.2016.62.

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Sokolovskaia, Svetlana, Elena Orlova, and Yuri Bakharev. "Using Online Learning Technologies to Motivate Participation in Physical Activity and Sport." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-80.

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Remote education is one of the trends in the development of the education system in Russia. The crucial factor to the success of introducing an online course into practice is the choice of an appropriate didactic-methodological concept implemented through a variety of learning tools, target group-oriented, and learning objectives. The aim of the presented project was to create an innovative technology for online learning in the discipline of physical education within the school system, aimed at solving the problem of the low motivation of high school students engaging in physical activity. The main method of research is the psychological and pedagogical experiment with the use of diagnostic techniques and elements of the project method. The effectiveness of the project was assessed by means of a content analysis of the students’ essays. As a result of the project, a finished educational product ‘Physical Education - The Key to Success’ was created, which helps to increase the number of pupils leading healthy, active lifestyles by increasing motivation to engage in physical activity through self-determination. According to an analysis of final essays written by 9th grade pupils, self-awareness of an active, healthy lifestyle, motivation to engage in physical education and sport, and competence in online learning technologies had increased. Through the work on the course, the content of the physical education educational process was updated and techniques were found to create a positive, motivating online environment to reinforce healthy lifestyle attitudes among high school students.
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Ezzatvar de Llago, Yasmin, Jose Casaña Granell, Manuel Zarzoso Muñoz, Josep Benítez Martínez, Sofia Pérez Alenda, and Gemma V. Espí-López. "ONLINE VIDEO TUTORIAL REPOSITORY FOR PHYSICAL THERAPY STUDENTS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1682.

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Chen, Li, and Qilin Hu. "Application research on online testing system of college physical education." In 2013 International Conference on Sport Science and Computer Science. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/cccs130851.

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Liu, Yu, Ying Li, Jianwei Niu, and Qinghua Cao. "An Online Physical Simulation Platform for Android Programming." In 2014 IEEE Sixth International Conference on Technology for Education (T4E). IEEE, 2014. http://dx.doi.org/10.1109/t4e.2014.58.

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