The State of Online Education in Kinesiology in the United States

2014 ◽  
Vol 3 (4) ◽  
pp. 177-185 ◽  
Author(s):  
Matthew T. Mahar ◽  
Tyler R. Hall ◽  
Michael D. Delp ◽  
James R. Morrow
Keyword(s):  
United States ◽  
Online Education ◽  
Online Courses ◽  
The United States ◽  
The State ◽  
Administrator Perceptions ◽  
Education Funding ◽  
Academic Rigor ◽  
Online Delivery ◽  
Face To Face

Administrators of kinesiology departments (N = 101) completed a survey that requested information about online education, funding for online courses, and administrator perceptions of the rigor and future of online courses. More master's (n = 18) than undergraduate degree (n = 9) programs were totally online. Forty-nine percent of institutions provide funding to faculty and 37% provide funding to departments for online offerings. Respondents indicated concern about the rigor of online courses. Sixty-one percent indicated that academic rigor is a concern of faculty, 42% did not feel that totally online courses were as rigorous as face-to-face classes, and 65% indicated tests for online courses are not proctored. Despite concerns, 76% indicated they expect to have some or many online courses in the next 5-10 years. Few respondents indicated they expected to have no online courses or almost totally online delivery of courses. Online delivery of instruction is impacting kinesiology, and expansion of online education is likely.

Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Betts ◽  
Brian Delaney ◽  
Tamara Galoyan ◽  
William Lynch
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Design ◽  
Online Education ◽  
Teaching And Learning ◽  
Historical Review ◽  
The United States ◽  
Face To Face ◽  
Education Leaders ◽  
Higher Education Leaders

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic disrupted education worldwide. In the United States, the pandemic forced colleges and universities across the nation to adopt quickly emergency remote teaching and learning. The ability to pivot instruction seamlessly and effectively across learning formats (e.g., face-to-face, hybrid, online) while supporting student engagement, learning, and completion in an authentic and high-quality manner challenged higher education leaders. This historical review of the literature examines distance and online education from the 1700s to 2021 to identify how external and internal pressures and opportunities have impacted and influenced the evolution of educational formats pre-COVID-19, and how they will continue to evolve post pandemic. This historical review also explores how instructional design and pedagogy have been and continue to be influenced by technological advancements, emerging research from the Learning Sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy) science.

Approaches to Delivering Online Programs in Kinesiology

2014 ◽  
Vol 3 (4) ◽  
pp. 200-208 ◽  
Author(s):  
Charity Bryan
Keyword(s):  
Online Instruction ◽  
Online Courses ◽  
Academic Rigor ◽  
Online Programs ◽  
Online Delivery ◽  
Face To Face ◽  
Online Implementation ◽  
Facilitators And Barriers ◽  
Faculty And Administrators

The proliferation of online courses and programs has impacted kinesiology programs across the country. The process of providing online instruction, while popular with students, is often daunting to the kinesiology programs that must navigate this process. Recommendations for transitioning courses and programs from face-to-face to online are offered from both the faculty and administrative perspective. Maintaining academic rigor in online kinesiology courses and program is also essential to the dialogue and for ensuring success. Many kinesiology courses and programs are well suited for online delivery and demand for these programs is high. Kinesiology faculty and administrators should understand both the facilitators and barriers to online implementation.

scholarly journals THE CAUSES OF THE WEST UKRAINIAN PEOPLE’S REPUBLIC (ZUNR) DEFEAT: INVASION, HEROISM, INACTIVITY OR TREASON?

2018 ◽  
Vol 6 ◽  
pp. 198-211
Author(s):  
Bohdan YAKYMOVYCH
Keyword(s):  
United States ◽  
18Th Century ◽  
The United States ◽  
The State ◽  
The Political ◽  
Neutral Position ◽  
The West ◽  
Face To Face ◽  
Army Leadership ◽  
History Of

Assessing the Ukrainian Revolution, 1917–1921, and the proclaiming of the West Ukrainian People’s Republic (ZUNR) as the second most crucial phenomenon in the history of the Ukrainian people after the establishment of the Cossack State under the leadership of Bohdan Khmelnytskyi in the 18th century, the author of this study pays special attention to the mistakes of the political and army leadership of the Galicians, which caused the demise of the state in the Galicia-Bukovyna-Zakarpattia region. The author identifies three periods, during which it was possible to send the Polish occupiers away from the territory of the Eastern Galicia. It was the wasted time, disorientation in the Polish domestic contradictions, disarrangement of the rear, failure to enforce the Act of Unification of the ZUNR, and the Ukrainian People’s Republic (UNR), as well as the developments in the Dnieper region, caused the demise of the ZUNR. The latter found itself face to face with the might of the revived Polish state already in the second quarter of 1919. Just at that time, the Entente, with a neutral position of the United States, supplied the Poles with considerable forces and means throwing the Ukrainians at the paws of Poland, Romania, and White and Red Russia. Keywords West Ukrainian People’s Republic (ZUNR), Lviv, Peremyshl (Przemysl), Dmytro Vitovskyi, Hnat Stefaniv, Mykhailo Omelianovych-Pavlenko

scholarly journals Developing and teaching of a world-class online project management curriculum

2011 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Stephen A Leybourne ◽  
Vijay Kanabar ◽  
Roger D.H. Warburton
Keyword(s):  
Project Management ◽  
Online Education ◽  
Online Teaching ◽  
Best Practice ◽  
Online Courses ◽  
The United States ◽  
Academic Quality ◽  
Face To Face ◽  
The Face ◽  
Faculty Time

  The evolution of the internet and collaboration tools have made it possible to enhance the range of online education, and make it universally accessible and eminently affordable. Around 2000, the faculty at Boston University’s Metropolitan College proposed an online master’s degree in project management, using the emerging learning management systems. The program grew quickly from 40 to 200 students, and was one of the first in the United States to be accredited by the Project Management Institute’s Global Accreditation Committee. This academic model has now been extended to other disciplines and programs.It was expected from the outset that the BU online and classroom academic experiences would be completely equivalent. This presented several challenges, the first of which was developing online equivalents for the face-to-face pedagogical course components. Second, writing online courses, recording videos and developing innovative discussion topics is time-consuming, and we quickly realised that only fulltime faculty had the commitment and motivation to devote the required effort to produce quality courses. Finally, the technological resources associated with course development and course operation required significant investment, beyond the faculty time, currently estimated at around $60,000 per course.We surveyed our students and alumni every two years and now have enough data to describe accurately the evolution in attitudes to online education.As one of the earlier and premier adopters of a rigorous academic online education model, BU has a vested interest to contribute to the growing debate about the academic quality and rigour of online education, the application of high pedagogical standards, and the innovative use of online teaching frameworks and tools. This paper will address and document these issues and assist in raising awareness of emerging “best practice” in the online education domain. 

K-12 Online Education

2014 ◽  
pp. 385-400 ◽  
Author(s):  
Wayne Journell ◽  
Ben McFadyen ◽  
Marva S. Miller ◽  
Kathryn Kujawski Brown
Keyword(s):  
United States ◽  
Online Learning ◽  
Online Education ◽  
The United States ◽  
Future Research ◽  
Learning Needs ◽  
Face To Face ◽  
Diverse Learning ◽  
Face To Face Instruction ◽  
K 12

It is growing increasingly evident that online learning is the future of K-12 education, both in the United States and the rest of the industrialized world. Improved technology, coupled with the perceived cost-effectiveness of online education, has resulted in growing numbers of states and K-12 school districts embracing “anytime, anywhere” education. Research on K-12 online education, however, has not kept up with its growth. This chapter explores three structural issues that are currently limiting online learning from being a viable alternative to K-12 face-to-face instruction in the United States: inadequate training of online K-12 teachers, issues related to accessibility for students with diverse learning needs, and the importance of structuring courses in a way that responds to the diverse backgrounds of K-12 students. Although this chapter is framed from an American perspective, largely because the vast majority of K-12 online learning occurs in the United States, future research on these issues is essential to K-12 online education in any context.

Is This the Care We Need?: An Examination of Childcare Policy in Pennsylvania

Commonwealth ◽  
2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Jennie Sweet-Cushman ◽  
Ashley Harden
Keyword(s):  
United States ◽  
Child Care ◽  
Current System ◽  
The United States ◽  
The State ◽  
Federal State ◽  
Women And Politics ◽  
Richard Nixon ◽  
State And Local ◽  
Childcare Policy

For many families across Pennsylvania, child care is an ever-present concern. Since the 1970s, when Richard Nixon vetoed a national childcare program, child care has received little time in the policy spotlight. Instead, funding for child care in the United States now comes from a mixture of federal, state, and local programs that do not help all families. This article explores childcare options available to families in the state of Pennsylvania and highlights gaps in the current system. Specifically, we examine the state of child care available to families in the Commonwealth in terms of quality, accessibility, flexibility, and affordability. We also incorporate survey data from a nonrepresentative sample of registered Pennsylvania voters conducted by the Pennsylvania Center for Women and Politics. As these results support the need for improvements in the current childcare system, we discuss recommendations for the future.

Development of the Concepts for Providing Close Air Support

2020 ◽  
Vol 26 (1) ◽  
pp. 64-74
Author(s):  
Hristov Manush
Keyword(s):  
United States ◽  
Air Force ◽  
The United States ◽  
Second World War ◽  
The State ◽  
World War ◽  
Present Stage ◽  
Combat Experience ◽  
Second World

AbstractThe main objective of the study is to trace the perceptions of the task of an aviation component to provide direct aviation support to both ground and naval forces. Part of the study is devoted to tracing the combat experience gained during the assignment by the Bulgarian Air Force in the final combat operations against the Wehrmacht during the Second World War 1944-1945. The state of the conceptions at the present stage regarding the accomplishment of the task in conducting defensive and offensive battles and operations is also considered. Emphasis is also placed on the development of the perceptions of the task in the armies of the United States and Russia.

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