The Lived Experiences of the Bachelor of Physical Education Students in Online Learning Modality
DOI:
https://doi.org/10.54536/jtel.v2i1.1591Keywords:
Online Learning, Teaching, Physical EducationAbstract
The purpose of this study was to look into Bachelor of Physical Education students’ common patterns of online learning experiences to inform researchers and instructors about the current state of learners’ online learning experiences as a foundation for considering online learning suggestions and curricular designs. The participants of this study were the 3rd Year Bachelor of Physical Education students of University of Mindanao Tagum who were enrolled in the School Year 2021-2022 and engaged in Online Learning Modality. The study was a phenomenological approach, intending to identify the lived experiences of Bachelor of Physical Education students in online learning modality. From the study results taken from the responses of both the in depth interviews and the FGD participants, poor internet connection, limited and inefficient online learning resources, and being proactive and resourceful are the responses that most participants answered. Understanding the lived experiences of Bachelor of Physical Education is essential. It helps us understand the Bachelor of Physical Education students’ perspectives on Online Learning Modality. It also helps broaden the student’s knowledge in determining the advantages and disadvantages of online learning.
References
Aeon, B., & Aguinis, H. (2017). It is About Time: New Perspectives and Insights on Time Management. Academy of Management Perspectives, 31, 309-330. https://doi.org/10.5465/amp.2016.0166
Aguinaldo (2021). Challenges Encountered by Physical Education Teachers in Online Learning. DLSU Research Congress 2021 De La Salle University, Manila, Philippines. https://www.dlsu.edu.ph/wp-content/uploads/pdf/conferences/research-congress-proceedings/2021/LLI-13.pdf
Alqurashi, E. (2016). Self-Efficacy In Online Learning Environments: A Literature Review. Contemporary Issues in Education Research (CIER), 9(1), 45–52. https://doi.org/10.19030/cier.v9i1.9549
Ananga, P. (2020). Pedagogical considerations of e-learning in education for and learning performance in a social community supported computer programming course. Eurasia J. Math. Sci. Technol. Educ. 13, 6189–6201. https://doi.org/10.12973/eurasia.2017.01058a
Andrews, R., & Haythornthwaite, C. (Eds.) (2009). Handbook of E-learning research. Los Angeles: Sage. 10.12691/education-8-7-2
Bao, W. (2020). COVID ‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191
Basar, Z. M., Mansor, A. N., Jamaludin, K. A., & Alias, B. S. (2021). The effectiveness and challenges of online learning for secondary school students–A case study. Asian Journal of University Education, 17(3), 119-129. https://doi.org/10.24191/ajue.v17i3.14514
Bataineh, K. B., Atoum, M. S., Alsmadi, L. A., & Shikhali, M. (2020). A Silver Lining of Coronavirus: Jordanian Universities Turn to Distance Education. International Journal of Information and Communication Technology Education (IJICTE), 17(2), 1-11. https://dx.doi.org/10.24093/awej/vol11no4.23
Biber D., Melton B., & Czech D. (2020). The impact of COVID-19 on college anxiety, optimism, gratitude, and course satisfaction, Journal of American College Health, https://doi.org/10.1080/07448481.2020.1842424
Brinkley-Etzkorn, K. E. (2018). Learning to teach online: Measuring theinfluence of faculty development training on teaching effectiveness through a TPACK lens. The Internet and Higher Education, 38, 28–35. http://dx.doi.org/10.1016/j.iheduc.2018.04.004
Cabras, C.; Mondo, M., (2018). Coping strategies, optimism, and life satisfaction among first-year university students in Italy: gender and age differences, Higher Education 75(4), https://doi.org/10.1007/s10734-017-0161-x
Calvo, I., Cabanes, I., Quesada, J., and Barambones, O. (2018). A multidisciplinary PBL approach for teaching industrial informatics and robotics in engineering. IEEE Trans. Educ. 61, 21–28. https://doi.org/10.1109/TE.2017.2721907
Chamberlain, J., Macias, M., Morsch, L., & Pinder, C. (2019). Emergence of different perspectives of success in collaborative learning. Canadian Journal for the Scholarship of Teaching and Learning, 10(2). https://eric.ed.gov/?id=EJ1227390
Cohen, A., & Baruth, O. (2017). Personality, learning, and satisfaction in fully online academic courses. Computers in Human Behavior, 72, 1–12. https://psycnet.apa.org/doi/10.1016/j.chb.2017.02.030
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace 1. Journal of Applied Social Psychology, 22(14), 1111–1132. https://psycnet.apa.org/doi/10.1111/j.1559-1816.1992.tb00945.x
Falcione, S., Campbell, E., McCollum, B., Eyles, A., Gibbons, S., Montebruno, P., (2020). Covid-19 school shutdowns: What will they do to our children’s education? A CEP Covid-19 analysis Briefing note No. 001. http://cep.lse.ac.uk/pubs/download/cepcovid-19-001.pdf
Fidalgo, P., Thormann, J., Kulyk, O., & Lencastre, J. A. (2020). Students’ perceptions on distance education: A multinational study. International journal of educational Technology in Higher Education, 17(1), 1-18. https://doi.org/10.1186/s41239-020-00194-2
Guerriero, S. (ed.) (2017). Pedagogical Knowledge and the Changing Nature of the Teaching Profession, Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/9789264270695-en.
Harjoto, M. A. (2017). Blended versus face-to-face: Evidence from a graduate corporate finance class. Journal of Education for Business, 92(3), 129–137. https://doi.org/10.1080/08832323.2017.1299082
Jeong, H.C., & So, W.Y. (2020). Difficulties of online physical education classes in middle and high school and an efficient operation plan to address them. International Journal of Environmental Research and Public Health, 17(19), 7279. https://doi.org/10.3390/ijerph17197279
Kaiser, G., & König, J. (2019). Competence measurement in (mathematics) teacher education and beyond: Implications for policy. Higher Education Policy, 32(4), 597-615. https://doi.org/10.1057/s41307-019-00139-z
Khanam, N., Sahu, T., Rao, E., Kar, S., & Quazi, S. Z. (2017). A study on university student “s time management and academic achievement. International Journal Of Community Medicine And Public Health, 4(12), 4761-4765. https://www.irmbrjournal.com/papers/1603816286.pdf
Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: The relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14, #7. https://doi.org/10.1186/s41239-017-0043-4
Koh, K. T., Li, C., & Mukherjee, S. (2020). Preservice physical education teachers’ perceptions of a flipped basketball course: Benefits, challenges, and recommendations. Journal of Teaching in Physical Education, 40(4), 589-597. https://doi.org/10.1123/jtpe.2019-0195
LaForce, M., Noble, E., & Blackwell, C. (2017). Problem-based learning (PBL) and student interest in STEM careers: The roles of motivation and ability beliefs. Education Sciences, 7(4), 92. https://doi.org/10.3390/educsci7040092
Legon, R., & Garrett, R. (2019). CHLOE 3: Behind the numbers. Published online by Quality Matters and Eduventures. https://www.qualitymatters.org/sites/default/files/research-docs-pdfs/CHLOE-3-Report-2019-Behind-the-Numbers.pdf
Mobo, F. D., & Sabado, G. O. (2019). An assessment of the effectiveness of e-learning in AMA Olongapo Campus. Oriental journal of computer science and technology, 12(3), 99-105. http://dx.doi.org/10.13005/ojcst12.03.04
Najib, H. M., Bakar, N. R. A., & Othman, N. (2017). E-Pembelajaran Dalam Kalangan Pelajar di Sebuah Institusi Pengajian Tinggi Selangor: E-Learning Among Students of Higher Education Institutions in Selangor. Attarbawiy: Malaysian Online Journal of Education, 1(1), 74-82.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Saramie S. Belleza, Klaizle Jane Aytona, Hara Marie Delideli, Marwin Vidad
This work is licensed under a Creative Commons Attribution 4.0 International License.
