PHYSICAL EDUCATION TUTORS PERCEPTIONS OF THE USE OF TECHNOLOGICAL TOOLS FOR REMOTE TEACHING DURING COVID 19

Yıl 2022, , 33 - 46, 30.06.2022

Emmanuel Aboagye Nathanael Adu

https://doi.org/10.55020/iojpe.1076928

Öz

The emergence of the Covid-19 pandemic created the need for the use of dissimilar remote teaching methods and strategies in many subject areas including Physical Education (PE). While this was somewhat successful in developed countries, little is known about the use of technological tools to deliver PE lessons online in developing countries. This study examined the perceptions and experiences of colleges of education PE tutors in adopting technological tools for remote teaching during the Covid-19 pandemic. Semi-structured interviews were used to collect data from 12 tutors (4 females and 8 males) in Ghana. Content analysis was employed as the tool for the analysis of the data. Based on the results, the PE tutors perceived that accessibility was a major challenge to the successful teaching of practical PE lessons online. The tutors further posited that they were motivated to deliver practical lessons online because of the Covid-19 pandemic as they don’t want students to be left idle. In furtherance, the participants recommended Transforming Teaching, Education and Learning and colleges’ management for assisting them to participate in an online course and providing them with ICT support and data. Again, the participants agreed that they prefer face-to-face to online lessons as the latter do not promote socialisation, develop only the cognitive domain and even certificates acquired online are not given due recognition. It is recommended that theory lessons should be held online while face-to-face interaction is better for practical lessons in PE due to accessibility issues connected to poor internet connectivity and difficulty in performing some of the skills online.

Anahtar Kelimeler

Online physical education, remote teaching, the community of enquiry model, technological tools

Kaynakça

• Aboagye, E., Yawson, J. A., & Appiah, K. N. (2021). Covid-19 and E-learning: The challenges of students in tertiary institutions. Social Education Research, 2(1), 1-8. DOI: https://doi.org/10.37256/ser.212021422
• Aboagye, E. (2020). Transitioning from face-to-face to online instruction in the Covid-19 era: Challenges of tutors at colleges of education in Ghana. Social Education Research, 2(1), 9-19. DOI: https://doi.org/10.37256/ser.212021545
• Ahmed, A., & Nwagwu, W. E. (2006). Challenges and opportunities of e-learning networks in Africa. Development, 49(2), 86-92.
• An, R. (2020). Projecting the impact of the coronavirus disease-2019 pandemic on childhood obesity in the United States: A microsimulation model. Journal of Sport and Health Sciences, 9(4), 302-312.
• Belderrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-154.
• Bodsworth, H., & Goodyear, V. A. (2017). Barriers and facilitators to using digital technologies in the cooperative learning model in physical education. Physical Education and Sport Pedagogy, 22(6), 563-579.
• Bolliger, D. U., & Wasilik, O. (2009). Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance Education, 30(1), 103-116.
• Buchanan, D. A. (2012). Case studies in organizational research. In: Qualitative Organizational Research: Core Methods and Current Challenges, 5, 351-370. Chapter DOI: https://dx.doi.org/10.4135/9781526435620.n20
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, O. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri. [Sciencific research methods]. Ankara: Pegem Publishing.
• Creswell, W. J. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage Publications.
• Dunton, G. F., Do, B., & Wang, S. D. (2020). Early effects of the Covid19 pandemic on physical activity and sedentary behavior in children living in the U.S. BMC Public Health, 20, 1351. https://doi.org/10.1186/s12889-020-09429-3
• Ellinger, A. D., Watkins, K. E., & Marsick, V. J. (2005). Case study research methods. In, R. A. Swanson & E. F. Holton (Eds.), Research in organizations: Foundations and methods of inquiry, Berrett-Koehler Publishers, 327-350.
• Gard, M., & Pluim, C. (2014). Schools and public health: Past, present, future. Lanham, MD: Lexington Books.
• Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72.
• Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking and computer conferencing: A model and tool to assess cognitive presence. American Journal of Distance Education, 15(1), 7-23. https://doi.org/10.1080/08923640109527071
• Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
• Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13, 31-36.
• Gök, T. (2015). The Evaluations of the College Students' Perceptions on Distance Education from the Point of the Technical and Educational Factors. Turkish Online Journal of Distance Education, 16(2), 84-93.
• González-Calvo, G., Varea, V., & Martínez-Álvarez, L. (2020). “‘I Feel, Therefore I am’: Unpacking Preservice Physical Education Teachers’ Emotions.” Sport, Education and Society, 25(5), 543-555. doi:10.1080/13573322. 2019.1620202.
• Harwell, S. H. (2003). Teacher professional development: It’s not an event, it’s a process. Published and distributed by CORD
• 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, 1-12.
• Johnson, A. E. (2008). A nursing faculty's transition to teaching online. Nursing Education Perspectives, 29(1), 17-22.
• Kanuka, H., & Garrison, D. R. (2004). Cognitive presence in online learning. Journal of Computing in Higher Education, 15(2), 21-39.
• Kim, M., Yu, H., Park, C. W., Ha, T., & Baek, J. H. (2021). Physical education teachers' online teaching experiences and perceptions during the Covid-19 pandemic. Journal of Physical Education and Sport, 21, 2049-2056.
• Kirk, D. (2010). Physical education futures. New York: Routledge.
• Krause, J. M., & Lynch, B. M. (2018). Faculty and student perspectives of and experiences with TPACK in PETE. Curriculum Studies in Health and Physical Education, 9(1), 58-75.
• Lincoln, Y. S., & Guba, E. G. (1985). Case reporting, member checking, and auditing. Naturalistic Inquiry, 357, 10-23.
• Lloyd, S. A., Byrne, M. M., & McCoy, T. S. (2012). Faculty-perceived barriers of online education. Journal of Online Learning and Teaching, 8(1), 1-12.
• Lowenthal, P. R., & Parscal, T. (2008). Teaching presence. The Learning Curve, 3(4), 1-2.
• McLean, J. (2006). Forgotten faculty: Stress and job satisfaction among distance educators. Online Journal of Distance Learning Administration, 9(2), 1-6.
• Mercier, K., Centeio, E., Garn, A., Erwin, H., Marttinen, R., & Foley, J. (2021). Physical education teachers’ experiences with remote instruction during the initial phase of the Covid-19 pandemic. Journal of Teaching in Physical Education, 40(2), 337-342.
• Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance education, 26(1), 29-48.
• National Council for Curriculum and Assessment (2019). Ministry of Education, Accra.
• Orhan, G., & Beyhan, Ö. (2020). Teachers’ perceptions and teaching experiences on distance education through synchronous video conferencing during Covid-19 pandemic. Social Sciences and Education Research Review, 7(1), 8-44.
• Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE Publications, inc.
• Richards, K. A. R., Gaudreault, K. L., Starck, J. R., & Woods, A. M. (2018). Physical education teachers’ perceptions of perceived mattering and marginalization. Physical Education and Sport Pedagogy, 23(4), 445-459.
• Sá, M. J., & Serpa, S. (2020). The global crisis brought about by SARS-CoV-2 and its impacts on education: An overview of the Portuguese panorama. Science Insights Education Frontiers, 5(2), 525-530.
• Seaman, J. (2009). Online learning as a strategic asset. Volume II: The Paradox of Faculty Voices-Views and Experiences with Online Learning. Results of a National Faculty Survey, Part of the Online Education Benchmarking Study Conducted by the APLU-Sloan National Commission on Online Learning. Association of Public and Land-Grant Universities.
• Sönmez, V., & Alacapınar, F. (2014). Örneklendirilmiş bilimsel araştırma metotları (4. Baskı) [Illustrated methods of scientific research (4th Ed.)], Ankara: Anı publishing.
• Varea, V., González-Calvo, G., & García-Monge, A. (2020). Exploring the changes of physical education in the age of Covid-19. Physical Education and Sport Pedagogy, 27(1), 32-42.
• Xiang, M., Zhang, Z., & Kuwahara, K. (2020). Impact of Covid-19 pandemic on children and adolescents’ lifestyle behavior larger than expected. Progress in Cardiovascular Disease, 63(4), 531-532.