Dissertations / Theses on the topic 'Online physical education'

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.

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.

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

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.

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.

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.

Online coursework has become an essential component to many higher education institutions — but can physical education and adapted physical education pedagogy courses be offered online and still provide an effective kinesthetic and interactive classroom experience? This session will review the current state of online physical education programming in the United States, as well address challenges of implementing online PETE/APE programming. Presenters will demonstrate various technological resources to help online instructors provide a quality online educational experience.

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A comunicação e o relacionamento interpessoal quando mediados pela tecnologia são tão complexos e ricos em detalhes e nuances quanto os estabelecidos no âmbito presencial. Muitos aspectos sobre a comunicação e a relação interpessoal à distância foram postulados pela literatura científica, mas escassos, e por que não afirmar praticamente inexistentes, são aqueles que buscam compreender, assim como pretende o objetivo deste estudo, o contexto do Treinamento Personalizado Online (TPO) e as relações estabelecidas entre treinadores personalizados e clientes durante este método de treinamento contemporâneo. Com foco em tais objetivos foi proposto o método fundamentado por uma pesquisa quanti-qualitativa destinada a explorar e descrever as percepções de sete treinadores personalizados online e oito clientes. Questionários sociodemográficos e específicos, disponibilizados via Google Docs®, e entrevistas semiestruturadas concretizadas através do aplicativo Whatsapp® e do bate-papo do Facebook® permitiram a coleta dos dados. Todo procedimento foi autorizado pelo Comitê de Ética em Pesquisa em Seres Humanos do IB da UNESP de Rio Claro/SP, o qual se pautou nos padrões éticos estabelecidos pela Resolução 466/12 do CNS. A interpretação dos dados, concretizada através da análise do conteúdo das respostas dos participantes, foi organizada nos seguintes temas: as percepções sobre o envolvimento dos participantes com o processo de TPO; as ferramentas tecnológicas utilizadas pelos participantes durante o TPO; as percepções dos participantes sobre sua comunicação e relacionamento interpessoal através do TPO. O processo de análise demonstrou que os participantes têm reduzida experiência com o TPO e o percebem como um método eficiente. Os motivos dos treinadores para iniciar no TPO foram o interesse em aumentar os ganhos financeiros, o número de clientes e o atendimento das necessidades dos mesmos. Para os clientes...
Communication and interpersonal relationships mediated by technology are so complex and rich in detail and shade as stablished in the presential context. Lot of aspects of communication and interpersonal distance relationship were postulated by the scientific literature, but scant, and why not practically nonexistent, are those who have sought to understand, as well as the intended purpose of this study, the context of Online Personal Training (OPT) and the relations between personal trainers and clients during this contemporary training method. Focusing on these objectives has been proposed the method based on a quantitative and qualitative research to explore and describe the perceptions of seven online personal trainers and eight clients. Sociodemographic and specific questionnaires made available via Google Docs®, and semi-structured interviews implemented through Whatsapp® application and chat Facebook® allowed data collection. Every procedure was authorized by the Ethics Committee on Human Beings Research of the IB of UNESP from Rio Claro/SP, which was based on ethical standards established by Resolution 466/12 of the CNS. The data interpretation, achieved by content analysis of participants' responses was organized on the following topics: perceptions of the participant involvement with the OPT process; technological tools used by participants during the OPT; the participants' perceptions about their communication and interpersonal skills through OPT. The review process demonstrated that participants have little experience with OPT and perceive as an effective training method. The coaches reasons to start in the OPT were interested in increasing the financial gains, the number of customers and meeting the needs of the same. For clients, the competence of the coach and the unavailability to adhere to face-to-face training was the main reasons. The technological tools most commonly used for communicating are Whatsapp®, e-mail...

Orientador: Afonso Antonio Machado
Banca: Marcelo Callegari Zanetti
Banca: Fernanda Moreto Impolcetto
Banca: Flávio Rebustini
Banca: Daniel Presoto
Resumo: A comunicação e o relacionamento interpessoal quando mediados pela tecnologia são tão complexos e ricos em detalhes e nuances quanto os estabelecidos no âmbito presencial. Muitos aspectos sobre a comunicação e a relação interpessoal à distância foram postulados pela literatura científica, mas escassos, e por que não afirmar praticamente inexistentes, são aqueles que buscam compreender, assim como pretende o objetivo deste estudo, o contexto do Treinamento Personalizado Online (TPO) e as relações estabelecidas entre treinadores personalizados e clientes durante este método de treinamento contemporâneo. Com foco em tais objetivos foi proposto o método fundamentado por uma pesquisa quanti-qualitativa destinada a explorar e descrever as percepções de sete treinadores personalizados online e oito clientes. Questionários sociodemográficos e específicos, disponibilizados via Google Docs®, e entrevistas semiestruturadas concretizadas através do aplicativo Whatsapp® e do bate-papo do Facebook® permitiram a coleta dos dados. Todo procedimento foi autorizado pelo Comitê de Ética em Pesquisa em Seres Humanos do IB da UNESP de Rio Claro/SP, o qual se pautou nos padrões éticos estabelecidos pela Resolução 466/12 do CNS. A interpretação dos dados, concretizada através da análise do conteúdo das respostas dos participantes, foi organizada nos seguintes temas: as percepções sobre o envolvimento dos participantes com o processo de TPO; as ferramentas tecnológicas utilizadas pelos participantes durante o TPO; as percepções dos participantes sobre sua comunicação e relacionamento interpessoal através do TPO. O processo de análise demonstrou que os participantes têm reduzida experiência com o TPO e o percebem como um método eficiente. Os motivos dos treinadores para iniciar no TPO foram o interesse em aumentar os ganhos financeiros, o número de clientes e o atendimento das necessidades dos mesmos. Para os clientes...
Abstract: Communication and interpersonal relationships mediated by technology are so complex and rich in detail and shade as stablished in the presential context. Lot of aspects of communication and interpersonal distance relationship were postulated by the scientific literature, but scant, and why not practically nonexistent, are those who have sought to understand, as well as the intended purpose of this study, the context of Online Personal Training (OPT) and the relations between personal trainers and clients during this contemporary training method. Focusing on these objectives has been proposed the method based on a quantitative and qualitative research to explore and describe the perceptions of seven online personal trainers and eight clients. Sociodemographic and specific questionnaires made available via Google Docs®, and semi-structured interviews implemented through Whatsapp® application and chat Facebook® allowed data collection. Every procedure was authorized by the Ethics Committee on Human Beings Research of the IB of UNESP from Rio Claro/SP, which was based on ethical standards established by Resolution 466/12 of the CNS. The data interpretation, achieved by content analysis of participants' responses was organized on the following topics: perceptions of the participant involvement with the OPT process; technological tools used by participants during the OPT; the participants' perceptions about their communication and interpersonal skills through OPT. The review process demonstrated that participants have little experience with OPT and perceive as an effective training method. The coaches reasons to start in the OPT were interested in increasing the financial gains, the number of customers and meeting the needs of the same. For clients, the competence of the coach and the unavailability to adhere to face-to-face training was the main reasons. The technological tools most commonly used for communicating are Whatsapp®, e-mail...
Doutor

Physical Geology is a popular general education course at Hillsborough Community College (HCC) as at many other colleges and universities. Unlike many science courses, most students taking Physical Geology are not majoring in a STEM (Science, Technology, Engineering, and Mathematics) discipline. Typically most students enrolled in Physical Geology are majoring in business, education, or pursuing a general A.A degree for transfer to a four-year university. The class is likely to be one of the few, if not the only, physical science classes that many of these students will take in their academic career. Therefore, this class takes on increased importance, as it will provide students with the foundation for scientific knowledge to be applied throughout their working careers. Student performance in an online general education physical geology course was examined and compared in this three and a half-year study involving over 700 students. Student performance was compared on the basis of term length (sixteen week semester versus nine week summer term) and delivery method (online versus face-to-face). Four identical tests were given each term; the average score of four tests was used to evaluate overall student performance. Neither term length or delivery method has a significant influence on student test scores as demonstrated by similar average score per term, similar standard deviation, and similar distribution pattern. Student score distribution follows a normal distribution reasonably well. The commonly used ANOVA tests were conducted to confirm that there is no statistically significant difference in student performance. A concept inventory of the geosciences can be valuable in providing a means to test if students are indeed learning geological concepts and to identify which misconceptions students are likely to enter class with so they can be addressed. Based on a set of 16 Geoscience Concept Inventory questions selected by the instructor, no difference in student performance was found between pre-test and post-test in terms of average score and score distribution. Some misconceptions were identified by the GCI, however little to no improvement was noted in the post-test. In contrast to the GCI, remarkable improvement in student learning is illustrated by the instructor-specific test. Possible reasons for this result are as follows, students may have adapted more to the individual instructor's test writing style and teaching style throughout the semester. The pre-test and post-test for the instructor given tests were assigned as a grade, perhaps prompting the student to take the test more seriously and consider the answers more carefully. The questions written are instructor-specific and course-specific, meaning that the students likely were introduced to the concept more thoroughly and multiple times.

Formativ bedömning är en av de arbetsmetoder som visat sig ha störst effekt på elevers inlärning. På grund av Folkhälsomyndighetens direktiv att under våren 2020 stänga ner gymnasieskolorna ochf örlägga all gymnasieutbildning på distans, krävdes en snabb omställning av gymnasielärarnas undervisning. Idrott och hälsa som ämne är, till skillnad från många andra ämnen, till stor del praktiskt lagd, något som kan skapa annorlunda förutsättningar i distansundervisning. Studien syftade därför till att undersöka lärares uppfattningar och erfarenheter av formativ bedömning under distansundervisning, inom ämnet idrott och hälsa. För att undersöka detta genomfördes sju stycken kvalitativa intervjuer med verksamma gymnasielärare i ämnet. I resultatet framkom att lektionsinnehållet övergick från en övervägande del motoriska utföranden till huvudsakligen teoretiska uppgifter på praktiska moment, vilket gjort att många lärare har ifrågasatt vad deras elever faktiskt lärt sig. Eftersom distansundervisningen bestod främst av fördröjd undervisning med individuella uppgifter, ökade det egna ansvaret. Majoriteten av lärare nämner att skillnaderna i inlärningen mellan de elever som klarade av det ökade ansvaret och de som inte klarade det, ökade under distansundervisningen. Några fördelar som uppdagades var att återkopplingen blev mer uppgiftsspecifik, att det frigjordes mer tid till planering samt att lärandemålen fick en större fokus i distansundervisningen.

With the aim of designing tools, processes and means to support secondary school teachers in maintaining a sense of presence, closeness and immediacy when interacting with their pupils remotely in rapidly appropriated digital learning environments due to Covid-19, this thesis examined the meaning, importance and possibilities of creating a sense of presence, closeness and immediacy in remote digital teaching.The process was based on research for design, encompassing literature study, field research and methods of interaction design to reach conclusions on meaningful tools, processes and means of supporting secondary-school teachers in remote digital teaching.Main findings unveiled a sense of presence as a prerequisite for closeness and immediacy and real-time video lessons as the main approach to remote digital teaching, potentially creating an illusion of presence, closeness and immediacy due to pupils’ choice of black screens and muted microphones.Potentially meaningful approaches to achieving a sense of presence, closeness and immediacy identified in this thesis include the use of digital representations, representational correspondence and the concept of testimony in designing for a sense of presence, closeness and immediacy in remote digital environments.

Doctor of Philosophy
Department of Curriculum and Instruction
Dean A. Zollman
The work described here represents an effort to design, construct, and test an interactive online multimedia learning environment that can provide physics instruction to students in their homes. The system was designed with one-on-one human tutoring in mind as the mode of instruction. The system uses an original combination of a video-based tutor that incorporates natural language processing video-centered lessons and additional illustrative multimedia. Our Synthetic Interview (SI) tutor provides pre-recorded video answers from expert physics instructors in response to students’ typed natural language questions. Our lessons cover Newton’s laws and provide a context for the tutoring interaction to occur, connect physics ideas to real-world behavior of mechanical systems, and allow for quantitative testing of physics. Additional multimedia can be used to supplement the SI tutors’ explanations and illustrate the physics of interest. The system is targeted at students of algebra-based and concept-based physics at the college and high school level. The system logs queries to the SI tutor, responses to lesson questions and several other interactions with the system, tagging those interactions with a username and timestamp. We have provided several groups of students with access to our system under several different conditions ranging from the controlled conditions of our interview facility to the naturalistic conditions of use at home. In total nearly two-hundred students have accessed the system. To gain insight into the ways students might use the system and understand the utility of its various components we analyzed qualitative interview data collected with 22 algebra-based physics students who worked with our system in our interview facility. We also performed a descriptive analysis of data from the system’s log of user interactions. Finally we explored the use of machine learning to explore the possibility of using automated assessment to augment the interactive capabilities of the system as well as to identify productive and unproductive use patterns. This work establishes a proof-of-concept level demonstration of the feasibility of deploying this type of system. The impact of this work and the possibility of future research efforts are discussed in the context of Internet technologies that are changing rapidly.

Cette thèse s’inscrit dans le programme de recherche empirique et technologique du «cours d’action » (Theureau, 1992) en anthropologie cognitive. Elle étudie la conception, l’usage et les effets d’un dispositif collectif de vidéo-formation, destiné à des étudiants de Licence STAPS pour développer leur capacité à analyser et comprendre des situations de classe en Éducation physique et sportive (EPS), à l’échelle de la leçon. Deux visées sont poursuivies : a) une visée épistémique cherchant à mieux comprendre les formes d’activité et d’expérience déployées par les étudiants en situation de vidéo-formation et b) une visée de conception technologique du dispositif de vidéo-formation orienté « activité » et répondant à une démarche de conception continuée dans l’usage. L’étude a été réalisée avec un groupe d’étudiants (n=15) inscrits dans une UE de préprofessionnalisation en 3ème année de Licence Éducation et Motricité en STAPS. Cinq types de données ont été recueillies durant le dispositif alternant des périodes de stages et de TD à l’Université : (i) des données d’enregistrement vidéo de l’activité en classe des étudiants durant le stage et aussi en formation, (ii) des traces écrites produites par les étudiants en stage et en formation (journaux de bord), (iii) des données d’entretien d’autoconfrontation sur leur activité en classe et (iv) sur leurs traces écrites, et (v) des données quantitatives et qualitatives issues de questionnaires. Les résultats révèlent (i) une appropriation par les étudiants d’une grille leur permettant d’analyser une leçon d’EPS et d’en discrétiser les moments-clés, (ii) une expérience vécue en vidéo-formation qui traduit une inclination réflexive sur les moments de face à face pédagogique dans la leçon d’EPS, (iii) quatre formes typiques d’analyse des vidéos de classe (décrire, juger, interpréter, se projeter), témoignant d’une activité d’observation centrée sur l’enseignant en classe comme manager, et d’une cécité aux apprentissages moteurs des élèves ; (iv) le rôle des pairs comme accélérateur de la capacité à analyser les pratiques de classe. Ces résultats relatifs à l’activité des étudiants en formation ont permis d’envisager conjointement la conception de différentes phases du dispositif, finalisée par une première plateforme de formation en ligne « Former à l’intervention en EPS » (Roche & Gal-Petitfaux, 2014a), puis une seconde « Observation et Régul@ction en EPS » (Roche & Gal-Petitfaux, 2016)
This thesis is part of the empirical and technological research program of the "course of action" (Theureau, 1992) in cognitive anthropology. She is studying the design, use and effects of a collective video-training device for undergraduate students in Physical Education to develop their ability to analyze and understand classroom situations in Physical Education. Two aims are pursued: a) an epistemic aim seeking to better understand the forms of activity and experience deployed by students in a video-training situation and b) a technological design aim of the "activity-oriented" video-training device and responding to a design in use process. The study was conducted with a group of students (n = 15) enrolled in a pre-professionalization course in the third year degree in Physical Education Teacher Education. Five types of data were collected during the device based on periods of internships and workshop at University: (i) video recording data of student's classroom activity during the internship and also during workshop, (ii) written records produced by students during internship and workshop, (iii) self-confrontation interview data on their activity in classroom and (iv) in their written records, and (v) quantitative and qualitative data from surveys. The results reveal (i) students' appropriation of a grid allowing them to analyze PE lesson and to analyze the key moments, (ii) a lived experience in video-training which reflects a reflexive inclination on pedagogical face-to-face moments in the PE lesson, (iii) four typical forms of classroom video analysis (describe, judge, interpret, project), evidence of teacher-centered observation activity in classroom as a manager, and a blindness to student motor learning activity; (iv) the role of peers as an accelerator of the ability to analyze class practices. These results relating to the activity of students in training made it possible to jointly consider the design of different phases of the system, finalized by a first online training platform "Former à l’intervention en EPS" (Roche & Gal-Petitfaux, 2014a), then a second "Observation e tRégul@tion en EPS" (Roche & Gal-Petitfaux, 2016)

Master of Science
Physics
Nobel S. Rebello
With the progressive development of the educational technology, online learning systems are becoming a prominent feature in education today. We conducted a study to explore the effects of visual cues and outcome feedback on learning experience of students in an online environment. Our study was a follow up study to a previous research, which demonstrated the effectiveness of visual cues and feedback to improve physics problem solving. The participants (N=164) were enrolled in an algebra-based introductory level physics course at a U.S. Midwestern University. Participants completed a sequence of conceptual physics problems in an online environment. The study used a between subjects 2×2 quasi experimental design. Two groups of participants received visual cues and two did not receive cues. Two of the groups of participants received outcome feedback and two did not receive feedback. The effect of visual cues, feedback and their combination on the correctness of students’ responses to the online questions was analyzed. Implications of the study for online learning systems are discussed.

Since the 1980’s, education had to face various challenges such as new technologies, new ways of information gathering but also a reconsideration of conventional educational approaches. As a result, more emphasis has been placed on laboratory work in school science. In many industry nations, this trend was likewise bolstered by unexpected poor results in international comparative assessments (e.g. PISA, TIMSS), as well as students’ poor perception of science and, in relation to that, negative effects on career choices. To combat this growing trend, in Germany many out-of-school science laboratories were established in the recent years to foster interest in science. However, despite their positive temporary effects, approaches to increase effects or to develop long term positive changes are in demand. This research investigates how the out-of-school laboratory effects are affected by a preparation and post enhancement based upon previous studies. Therefore, an online portal was developed which provided cognitive and affective content in order to prepare and post enhance students for their visit in an out-of-school laboratory. The research-based study was aimed at students from grade 10 of lower and upper secondary level who perform one-day experimental activities at the out-of-school laboratory located at the Helmholtz-Zentrum Dresden-Rossendorf research center. In doing so, a comparative analysis was conducted between students who used the online portal and control group members who just regularly visited the laboratory without a special preparation or post enhancement. The evaluation follows a pre, post, and follow-up approach. Based on the results of this research, it could be confirmed that the online portal, as a tool to prepare and post enhance students, had a significant impact. Moreso, students’ situational interest was positively promoted through the online portal. This also applied for related features, like students’ self-concept as well as their perceptions of the out-of-school laboratory environment and even slight effects on their individual interest. As it turned out regarding the desired situational interest, females benefitted most. However, again most results suggest that evoked effects diminish over time. Even though this likely can be traced back to the characteristics of the post enhancement of the online portal, outcomes regarding students’ interest in science and a career in physics indicate the post enhancement’s ability to ensure sustainability. Within the sample three classes were identified based on their interests. Accordingly, for all classes’ members the portal fosters their situational interest. This especially applies for less scientific interested students. Assessments on the portal’s perception by the students revealed a high degree of willingness to prepare for the laboratory visit and to spend the time required. A large majority appreciated the online portal for their laboratory work. An extended preparation, like presented in this study, is still regarded as acceptable to the students. Nevertheless, a compulsory preparation and post enhancement is highly recommended. On the whole, it can be concluded that the online portal respectively a preparation and post enhancement is beneficial for activities out-of-school
Anfang der 1980er-Jahre ergaben sich im Bildungssektor eine Reihe von Herausforderungen, die im Zusammenhang mit neuen Technologien, neuen Wegen des Informationsaustausches, aber auch des Hinterfragens traditioneller Bildungsansätze standen. Im Ergebnis dessen kam der experimentellen Arbeit im naturwissenschaftlichen Unterricht eine stärkere Rolle zu. Unerwartet schwache Ergebnisse internationaler Vergleichsstudien (z.B. PISA, TIMSS) sowie ein schlechtes Image der Naturwissenschaften und damit einhergehende negative Auswirkungen auf die Kurs- und Berufswahl verstärkten diesen Trend in vielen Industrienationen. Vor diesem Hintergrund und mit dem Ziel, Interesse an Naturwissenschaften zu fördern, wurden in Deutschland in den vergangenen Jahren zahlreiche Schülerlabore etabliert. Trotz der Tatsache, dass die Einrichtungen positive Effekte erzielen, sind diese teilweise gering oder schwächen mit der Zeit ab. Wie bisherige Studien vermuten lassen, scheint die Vor- und Nachbereitung von Veranstaltungen im Schülerlabor eine Lösung hierfür zu bieten. Anhand der vorgestellten Studie soll dies untersucht werden. In diesem Zusammenhang wurde ein Online-Portal für Schülerinnen und Schüler entwickelt. Basierend auf kognitiven und affektiven Inhalten bietet es Teilnehmern die Möglichkeit, ihren Schülerlaborbesuch vor- und nachzubereiten. Die Studie richtete sich an Schüler ab der 10. Klasse der Sekundarstufe 1 und 2, die einen Experimentiertag im Schülerlabor DeltaX am Helmholtz-Zentrum Dresden-Rossendorf absolvierten. Dabei wurden in Form einer Vergleichsstudie Teilnehmer mit und ohne Nutzung des Online-Portals gegenübergestellt. Die entsprechenden Daten der Untersuchung wurden durch eine Fragebogenerhebung im Pre-Post-Follow-up-Design erhoben. Die Ergebnisse der Studie bestätigen den signifikanten Einfluss des Online-Portals. So zeigen sich durchaus positive Effekte hinsichtlich der Entwicklung des aktuellen Interesses der Schülerinnen und Schüler. Gleiches gilt auch im Hinblick auf verwandte Konstrukte wie das Fähigkeitsselbstkonzept, die wahrgenommenen Merkmale der Laborumgebung und auch abgeschwächt für dispositionale Interessen. Bezogen auf die angestrebte Förderung des aktuellen Interesses zeigte sich, dass vor allem Schülerinnen profitieren. Allerdings ließ sich für die meisten der hervorgerufenen Effekte ein Absinken im Verlauf der Zeit erkennen. Möglicherweise ist das auf die Umsetzung der Nachbereitung im Rahmen des Online-Portals zurückzuführen. Die Ergebnisse lassen die Vermutung zu, dass die Nachbereitung bezüglich des Interesses an Naturwissenschaften und an einem physikalischen Beruf das Potenzial besitzt, mehr Nachhaltigkeit hervorzurufen. Um Vorinteressen der Teilnehmer zu berücksichtigen, konnten drei unterschiedliche naturwissenschaftliche Interessensklassen identifiziert werden. Es stellte sich heraus, dass die Entwicklung des aktuellen Interesses aller drei Interessenklassen durch das Online-Portal gefördert wird. Dies gilt vor allem für die gering naturwissenschaftlich interessierten Schülerinnen und Schüler. Untersuchungen, die sich auf das Online-Portal selbst bezogen, offenbarten zum einen ein hohes Maß an Bereitschaft, sich auch mit dem dafür notwendigen zeitlichen Aufwand auf den Experimentiertag im Schülerlabor vorzubereiten. Zum anderen schätzt die breite Mehrheit der Teilnehmer das Online-Portal für ihre Arbeit im Schülerlabor. Selbst eine umfangreichere Vorbereitung wird von den Schülerinnen und Schülern als akzeptabel betrachtet. Es wird dennoch dazu geraten, die Vor- und Nachbereitung obligatorisch durchzuführen. Insgesamt zeigen die Ergebnisse dieser Studie den positiven Einfluss des Online-Portals bzw. der Vor- und Nachbereitung auf außerschulische Aktivitäten

Thesis (Ed. S.)--Northwestern State University of Louisiana, 2005.
Includes bibliographical references (leaves 59-64). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Virtual physical education (VPE) offerings have grown for over a decade in the United States, but there has been little empirical knowledge shared, specifically regarding the design of courses to support and validate these expanding programs (Buschner, 2006; Mohnsen, 2012a; b; Mosier, 2012; Mosier & Lynn, 2012). Most VPE research has been conducted at the Florida Vir- tual School (FLVS), but few studies have been completed regarding VPE in Georgia (Watson Pape, Murin, Gemin, & Vashaw, 2014). Due to the lack of research along with the growth in VPE (Daum, 2014; Mosier, 2012; Watson et al., 2014), the purpose of this study was to perform an initial, descriptive examination of a district virtual personal fitness course in Georgia and determine the degree to which its design aligns with the criteria established by the National Association of Sport and Physical Education (NASPE) Initial Guidelines for Online Physical Education (PE) (2007). This study aimed to answer the following overarching research question: To what degree does the design of the virtual personal fitness course align with the NASPE Initial Guide- lines for Online PE? A thorough document analysis of the course website and student activity tracking data along with semi-structured interviews and electronic virtual personal fitness student and teacher anonymous survey questionnaires provide a detailed description of the course and illustrate the degree to which its design aligns with the 10 guidelines. Triangulated results of this study indicate superficial strong alignment with eight of the 10 guidelines, and moderate alignment with two of the 10 guidelines, but more evidence is needed to confirm alignment in practice. The researcher concludes that revisions to the guidelines are necessary to better capture evidence of alignment to further promote quality, optimal student learning and best practice in single district virtual personal fitness environments. The results of this study contribute to the over- all knowledge base of single district virtual personal fitness programs and set the stage for future research endeavors to investigate this phenomena and add to the literature in this area.

Education budget limitations in the province of Quebec have led to a narrowed focus on math and the hard sciences in public schools at the expense of physical education programmes, reducing the amount of exercise time set aside for youth. This reduction is reflected in the amount of time allocated to physical education in schools and the growing youth inactivity that will eventually lead to youth obesity and an expensive health care problem. This thesis examined ways in which available technology--specifically a blended learning approach involving multimedia and classic physical education class--can be employed to increase student time on task by reducing demonstration and instruction time by the teacher during class time. It examined criticisms and studies of blended learning and used these to determine a proper mix of technology and classic instruction that would best make use of available time. Badminton was the sport selected during this six-week study. One hundred students were separated into two control groups and two experiment groups and completed a junior level badminton course. The control groups were under a regular structured badminton class, while the experimental groups utilized a badminton website specially created to augment the regular classroom instruction. At the end of the study the students underwent a badminton performance and knowledge test in order to evaluate whether or not significant differences existed between groups. The results indicated that a blended online learning approach to badminton was more effective than the traditional method of teaching badminton. The experimental groups as a whole out performed the control groups in both written and practical tests, with a total mean score of 24.72, compared to 20.66.

Tese de doutoramento em Ciências da Educação, na especialidade de Tecnologias Educacionais e da Comunicação, apresentada à Faculdade de Psicologia e Ciências da Educação da Universidade de Coimbra
A finalidade desta pesquisa versa em compreender, de forma fundamentada, como são construídas as ações didáticas que envolvem o curso de Educação Física na modalidade a distância oferecido pela Universidade Federal do Amazonas, no Campus do município de Parintins-AM. Como desdobramento do objetivo geral, compreender, de forma fundamentada, como são construídas as ações didáticas que envolvem o curso de Educação Física na modalidade a distância oferecido pela Universidade Federal do Amazonas, no Campus do município de Parintins-AM. Como objetivos específicos, a pesquisa buscou identificar e analisar como os conteúdos teóricos e práticos, que envolvem o curso de Educação Física a distância, são disponibilizados no ambiente online de aprendizagem; buscou ainda fundamentar como ocorrem os procedimentos didáticos em termos de metodologia, planejamento e avaliação pela docência online. Quanto ao referencial teórico, este foi organizado em três capítulos: 1) Educação a distância, gerações de EaD, educação online e suas relações com o ensino superior; 2) Apontamentos legais, políticos e organizacionais para formação superior via EAD no Brasil; e 3) Desing intrucional e seus vínculos com o objeto da pesquisa. A metodologia adotada foi baseada no paradigma qualitativo na perspectiva dos fundamentos da Hermenêutica Gadameriana, do estudo de caso e da etnografia. Os sujeitos da pesquisa foram dezesseis alunos que cursam o último período do curso e um tutor presencial. Apesar de ter na unidade universitária professores presenciais e tutores onlines, optamos pois, em trabalhar apenas com as cotegorias alunos e tutor presencial. A seguir, a análise e discussão dos dados foram amparados pela técnica da análise de conteúdo proposta por Bardin (2004) e os dados apontaram para fragilidades que atentam diretamente à qualidade do curso pesquisado. Dentre as fragilidades mais recorrentes estão a falta de acompanhamento sistemático no ambiente online e nos estágios supervisionados no campo de atuação desses estudantes e a falta de diálogo entre professores e alunos nas interfaces. A partir das fragilidades apresentadas, o pesquisador aponta sugestões para cursos superiores via suportes online para melhorar a qualidade do ensino. Essas sugestões são amparadas nos princípios da cibercultura (interatividade, simulação, inteligência coletiva/comunidade virtual e redes hipertextuais) e na formação específica para gestão e docência online dos personagens envolvidos com esse desafio em formar professores com o apoio das novas tecnologias da informação e da comunicação. Palavras-chave: Cibercultura, Educação Física a distância, Ensino superior, Formação inicial.

Student activity in online homework was obtained from courses in physics in 2003 and 2005. This data was analyzed through a variety of methods, including principal component analysis, Pearson's r correlation, and comparison to performance measures such as detailed exam scores. Through this analysis it was determined which measured homework behaviors were associated with high exam scores and course grades. It was also determined that homework problems requiring analysis can have an impact on certain types of exam problems where traditional homework does not. Suggestions are given for future research and possible use of these methods in other contexts.

The thesis "Physical measurements and health education" looks at physical quantities that are related to human health and can be measured in a elementary school environment. It focuses especially on the cross-curricular relationship between physics and health education and also on the use of relevant online measurement systems. As part of this thesis, we suggest a number of activities that exploit this relationship.

Since the 1980’s, education had to face various challenges such as new technologies, new ways of information gathering but also a reconsideration of conventional educational approaches. As a result, more emphasis has been placed on laboratory work in school science. In many industry nations, this trend was likewise bolstered by unexpected poor results in international comparative assessments (e.g. PISA, TIMSS), as well as students’ poor perception of science and, in relation to that, negative effects on career choices. To combat this growing trend, in Germany many out-of-school science laboratories were established in the recent years to foster interest in science. However, despite their positive temporary effects, approaches to increase effects or to develop long term positive changes are in demand. This research investigates how the out-of-school laboratory effects are affected by a preparation and post enhancement based upon previous studies. Therefore, an online portal was developed which provided cognitive and affective content in order to prepare and post enhance students for their visit in an out-of-school laboratory. The research-based study was aimed at students from grade 10 of lower and upper secondary level who perform one-day experimental activities at the out-of-school laboratory located at the Helmholtz-Zentrum Dresden-Rossendorf research center. In doing so, a comparative analysis was conducted between students who used the online portal and control group members who just regularly visited the laboratory without a special preparation or post enhancement. The evaluation follows a pre, post, and follow-up approach. Based on the results of this research, it could be confirmed that the online portal, as a tool to prepare and post enhance students, had a significant impact. Moreso, students’ situational interest was positively promoted through the online portal. This also applied for related features, like students’ self-concept as well as their perceptions of the out-of-school laboratory environment and even slight effects on their individual interest. As it turned out regarding the desired situational interest, females benefitted most. However, again most results suggest that evoked effects diminish over time. Even though this likely can be traced back to the characteristics of the post enhancement of the online portal, outcomes regarding students’ interest in science and a career in physics indicate the post enhancement’s ability to ensure sustainability. Within the sample three classes were identified based on their interests. Accordingly, for all classes’ members the portal fosters their situational interest. This especially applies for less scientific interested students. Assessments on the portal’s perception by the students revealed a high degree of willingness to prepare for the laboratory visit and to spend the time required. A large majority appreciated the online portal for their laboratory work. An extended preparation, like presented in this study, is still regarded as acceptable to the students. Nevertheless, a compulsory preparation and post enhancement is highly recommended. On the whole, it can be concluded that the online portal respectively a preparation and post enhancement is beneficial for activities out-of-school.:1. Science, Education, & Society 2. Out-of-school laboratories 3. Out-of-school science education 4. Applied educational psychological concepts 5. Studies on out-of-school science laboratories 6. Research Questions and Hypotheses 7. Methods 8. The Study 9. Statistics 10. Determination of the student groups 11. Verification of the hypothesis 12. Investigations on the online portal 13. Discussion 14. Summary 15. Limitations of the study 16. Implications and recommendations
Anfang der 1980er-Jahre ergaben sich im Bildungssektor eine Reihe von Herausforderungen, die im Zusammenhang mit neuen Technologien, neuen Wegen des Informationsaustausches, aber auch des Hinterfragens traditioneller Bildungsansätze standen. Im Ergebnis dessen kam der experimentellen Arbeit im naturwissenschaftlichen Unterricht eine stärkere Rolle zu. Unerwartet schwache Ergebnisse internationaler Vergleichsstudien (z.B. PISA, TIMSS) sowie ein schlechtes Image der Naturwissenschaften und damit einhergehende negative Auswirkungen auf die Kurs- und Berufswahl verstärkten diesen Trend in vielen Industrienationen. Vor diesem Hintergrund und mit dem Ziel, Interesse an Naturwissenschaften zu fördern, wurden in Deutschland in den vergangenen Jahren zahlreiche Schülerlabore etabliert. Trotz der Tatsache, dass die Einrichtungen positive Effekte erzielen, sind diese teilweise gering oder schwächen mit der Zeit ab. Wie bisherige Studien vermuten lassen, scheint die Vor- und Nachbereitung von Veranstaltungen im Schülerlabor eine Lösung hierfür zu bieten. Anhand der vorgestellten Studie soll dies untersucht werden. In diesem Zusammenhang wurde ein Online-Portal für Schülerinnen und Schüler entwickelt. Basierend auf kognitiven und affektiven Inhalten bietet es Teilnehmern die Möglichkeit, ihren Schülerlaborbesuch vor- und nachzubereiten. Die Studie richtete sich an Schüler ab der 10. Klasse der Sekundarstufe 1 und 2, die einen Experimentiertag im Schülerlabor DeltaX am Helmholtz-Zentrum Dresden-Rossendorf absolvierten. Dabei wurden in Form einer Vergleichsstudie Teilnehmer mit und ohne Nutzung des Online-Portals gegenübergestellt. Die entsprechenden Daten der Untersuchung wurden durch eine Fragebogenerhebung im Pre-Post-Follow-up-Design erhoben. Die Ergebnisse der Studie bestätigen den signifikanten Einfluss des Online-Portals. So zeigen sich durchaus positive Effekte hinsichtlich der Entwicklung des aktuellen Interesses der Schülerinnen und Schüler. Gleiches gilt auch im Hinblick auf verwandte Konstrukte wie das Fähigkeitsselbstkonzept, die wahrgenommenen Merkmale der Laborumgebung und auch abgeschwächt für dispositionale Interessen. Bezogen auf die angestrebte Förderung des aktuellen Interesses zeigte sich, dass vor allem Schülerinnen profitieren. Allerdings ließ sich für die meisten der hervorgerufenen Effekte ein Absinken im Verlauf der Zeit erkennen. Möglicherweise ist das auf die Umsetzung der Nachbereitung im Rahmen des Online-Portals zurückzuführen. Die Ergebnisse lassen die Vermutung zu, dass die Nachbereitung bezüglich des Interesses an Naturwissenschaften und an einem physikalischen Beruf das Potenzial besitzt, mehr Nachhaltigkeit hervorzurufen. Um Vorinteressen der Teilnehmer zu berücksichtigen, konnten drei unterschiedliche naturwissenschaftliche Interessensklassen identifiziert werden. Es stellte sich heraus, dass die Entwicklung des aktuellen Interesses aller drei Interessenklassen durch das Online-Portal gefördert wird. Dies gilt vor allem für die gering naturwissenschaftlich interessierten Schülerinnen und Schüler. Untersuchungen, die sich auf das Online-Portal selbst bezogen, offenbarten zum einen ein hohes Maß an Bereitschaft, sich auch mit dem dafür notwendigen zeitlichen Aufwand auf den Experimentiertag im Schülerlabor vorzubereiten. Zum anderen schätzt die breite Mehrheit der Teilnehmer das Online-Portal für ihre Arbeit im Schülerlabor. Selbst eine umfangreichere Vorbereitung wird von den Schülerinnen und Schülern als akzeptabel betrachtet. Es wird dennoch dazu geraten, die Vor- und Nachbereitung obligatorisch durchzuführen. Insgesamt zeigen die Ergebnisse dieser Studie den positiven Einfluss des Online-Portals bzw. der Vor- und Nachbereitung auf außerschulische Aktivitäten.:1. Science, Education, & Society 2. Out-of-school laboratories 3. Out-of-school science education 4. Applied educational psychological concepts 5. Studies on out-of-school science laboratories 6. Research Questions and Hypotheses 7. Methods 8. The Study 9. Statistics 10. Determination of the student groups 11. Verification of the hypothesis 12. Investigations on the online portal 13. Discussion 14. Summary 15. Limitations of the study 16. Implications and recommendations

With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills. This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls’ school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students’ online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework,encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in higher quality STSE-based discussions via an online forum as compared to in-class. The micro-level analysis revealed students to attain higher cognitive interactions with STSE issues. Sixteen percent of the students’ threaded postings were identified in the Resolution Phase 4 when the teacher intervened with a focused teaching strategy. This research provides a significant theoretical and pedagogical contribution to blended approach to STSE-based secondary science education. It presents a framework for teachers to facilitate students’ online discussions and to support learners in exploring STSE-based topics.