scholarly journals Japanese adapted physical education graduate students’ learning about master’s research thesis projects

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Takahiro Sato ◽  
Cathy McKay
Keyword(s):  
Graduate Students ◽  
Physical Education ◽  
Design Research ◽  
Learning Strategy ◽  
Comparative Method ◽  
Language Translation ◽  
Structured Interview ◽  
Adapted Physical Education ◽  
Master's Students ◽  
Face To Face

Abstract The purpose of this study was to describe how Japanese adapted physical education (APE)graduate students engage themselves in learning research skills through masters’ research thesis projects. In this study, andragogy theory was utilized, which allowed the researchers to understand Japanese graduate students’ learning experiences of master’s research thesis projects. Five Japanese APE master’s students (3 men and 2 women) participated in the study, which had a descriptive-qualitative design using an in-depth, semi-structured interview approach. The data source was face to face interviews. Interview data were analyzed using a constant comparative method, and resulted in themes related to (a) reasons for selecting a master’s research thesis topic, (b) learning challenges of research methods, and (c) peer evaluation and collaboration. To better support Japanese graduate students, this study encourages APE faculty and graduate students to learn how to develop a blueprint of the research design, research method, and presentation of the results and discussion using various research sources in the graduate students’ research seminars. This study posits that Japanese APE graduate students will benefit from a learning strategy such as language translation-oriented strategy that enables them to capture the nuance of content learning in APE.

In-Service Physical Educators’ Experiences of Online Adapted Physical Education Endorsement Courses

2017 ◽  
Vol 34 (2) ◽  
pp. 162-178 ◽  
Author(s):  
Takahiro Sato ◽  
Justin A. Haegele ◽  
Rachel Foot
Keyword(s):  
Physical Education ◽  
Qualitative Methodology ◽  
Online Courses ◽  
Comparative Method ◽  
Adapted Physical Education ◽  
Bulletin Board ◽  
Graduate Courses ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Teachers Experiences

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.

scholarly journals Investigation of Burnout Levels of Physical Education and Sports Teachers during Covid-19 Period

2021 ◽  
Vol 7 (2) ◽  
pp. 159
Author(s):  
Berna Karakoç ◽  
Önder Karakoç ◽  
Özgür Aktaş ◽  
Murat Arslan
Keyword(s):  
Physical Education ◽  
Online Education ◽  
Maslach Burnout Inventory ◽  
Structured Interview ◽  
Emotional States ◽  
Face To Face ◽  
Content Analysis Method ◽  
Significant Difference ◽  
Statistical Program ◽  
Level Of Significance

Due to the COVID-19 pandemic, it was decided to conduct educational activities online and the burnout status of teachers who suddenly switched to distance education became a matter of curiosity. This study was carried out to examine the burnout levels of physical education and sports teachers during the Covid-19 period and to examine possible changes that may occur after this process by getting information about how they will approach their profession. profession and students. In this context, the research group consists of 210 physical education and sports teachers, 142 men and 68 women. These teachers took a break from face-to-face education due to the pandemic and continued their lessons with online education. The Maslach Burnout Inventory and 3 semi-structured questions were used to find out the emotional states of physical education and sports teachers and how they approached students during and after the pandemic. IBM SPSS 22 statistical program was used in the analysis of the data obtained from the scale. Analysis of normality showed that the data were normally distributed. Parametric test independent samples t-test was used to compare paired groups, one-way ANOVA was used to compare more than two groups and the level of significance was accepted as (p)<.05. In addition, the content analysis method was used in the analysis of the data obtained from the semi-structured interview form. The results showed that physical education and sports teachers participating in the study experienced moderate burnout. It was determined that the most negatively affected aspect of teachers was emotional exhaustion during the Covid-19 pandemic. There was no significant difference between the burnout levels of physical education and sports teachers according to the variables of gender, age, professional seniority, the type of sports they do. Physical education and sports teachers stated that they missed their students and they wanted face-to-face education to start at school, while more than half of the teachers stated that their attitudes to students will change after the pandemic.

scholarly journals Doctoral Sojourn Experiences of Adapted Physical Education Students from Asian Countries

2016 ◽  
Vol 6 (2) ◽  
pp. 339-366
Author(s):  
Takahiro Sato
Keyword(s):  
Physical Education ◽  
Doctoral Students ◽  
Academic Departments ◽  
Adapted Physical Education ◽  
Education Students ◽  
Doctoral Studies ◽  
Face To Face ◽  
Physical Education Students ◽  
Demographic Questionnaire ◽  
International Doctoral Students

The purpose of this study was to describe and explain Asian international doctoral students’ sojourn experiences into Adapted Physical Education (APE) programs at two universities. The participants were six doctoral students from Japan, Taiwan, and South Korea. This case study was conceptualized within sojourner theory (Siu, 1952). The data sources were a demographic questionnaire and face-to-face interviews conducted during the participants’ doctoral studies. The emergent themes were (a) research challenges; (b) academic, social, and hierarchical relationships with doctoral advisors; (c) burnout; and (d) situation-specific anxiety. To better support international doctoral students, this study encourages academic departments, administrators, faculty, and all doctoral students to learn to view themselves as playing various roles including academic advisors, teachers, and graduate students.

African American pre-service physical education teachers’ learning about aquatic courses

2018 ◽  
Vol 25 (3) ◽  
pp. 778-795
Author(s):  
Takahiro Sato ◽  
Douglas W Ellison ◽  
Kevin Eckert
Keyword(s):  
African American ◽  
Physical Education ◽  
Comparative Method ◽  
Physical Education Teachers ◽  
Pedagogical Content ◽  
Face To Face ◽  
Physical Education Teacher Education ◽  
Guided Learning ◽  
Constant Comparative Method ◽  
E Mail

The purpose of this study was to describe how African American pre-service physical education teachers engage themselves in learning aquatic content. This study used a case study design in andragogy theory. Seven participants (four males and three females) had very little experience and/or swimming ability prior to enrolling in the basic aquatic course. In fact, four participants had encountered near-drowning events and consequently experienced a fear of swimming. Data were collected from the participants while they were enrolled in a basic aquatic course and again while they were enrolled in the intermediate aquatic course. The data sources included self-reflective journals, a series of semi-structured face-to-face interviews and e-mail correspondence. The data were analyzed using a constant comparative method. Four significant themes were present: (a) drowning prevention lessons; (b) self-guided learning; (c) independent versus dependent learners; and (d) overcoming racial stereotypes. Based on the pre-service teachers’ interpretations of their aquatic experiences, we suggest physical education teacher education programmes should create learning experiences within aquatic courses that not only enhance future physical education teachers’ pedagogical content knowledge, but that also increase their awareness of culturally relevant pedagogy and social justice issues that may be faced when entering the physical education profession.

Perceptions of the Home Environments of Graduate Students Raised in Poverty

2018 ◽  
Vol 29 (2) ◽  
pp. 91-115 ◽  
Author(s):  
Jacqueline S. Turner ◽  
Joyce Juntune
Keyword(s):  
Academic Success ◽  
Graduate Students ◽  
Narrative Analysis ◽  
Comparative Method ◽  
Study Data ◽  
Qualitative Inquiry ◽  
Support Network ◽  
Advanced Degrees ◽  
Face To Face ◽  
Telephone Interviews

Current literature has identified a growing achievement gap experienced by students raised in poverty. However, some students from poverty can defeat the odds and succeed academically with advanced degrees. Nine graduate students self-identified as being raised in poverty participated in this study. The home-related experiences that led to their academic success were explored. Basic qualitative inquiry and constructivist narrative analysis were used as a framework for this study. Data collection methods included face-to-face and telephone interviews. Data transcriptions were coded and analyzed using the constant comparative method. Findings suggest that graduate students raised in poverty need a broad support system inside and outside the home. They also indicated that activities and routines were critical to their continued academic success and how academic work often became an escape from the chaos around them. This study calls attention to the academic importance of a broader support network for students raised in poverty.

scholarly journals Designing and Improving a Blended Synchronous Learning Environment: An Educational Design Research

2017 ◽  
Vol 18 (3) ◽  
Author(s):  
Qiyun Wang ◽  
Choon Lang Quek ◽  
Xiaoyong Hu
Keyword(s):  
Graduate Students ◽  
Learning Environment ◽  
Learning Environments ◽  
Process Design ◽  
Design Research ◽  
Research Approach ◽  
Educational Design ◽  
Face To Face ◽  
Educational Design Research ◽  
Synchronous Learning

<p class="3">In this study, a blended synchronous learning environment (BSLE) was created to support a group of graduate students when they were taking a course. Instruction was delivered to both face-to-face (F2F) and online students simultaneously. The purpose of this paper is to present how this BSLE was gradually designed, implemented, and improved by following the educational design research approach. Results showed that the BSLE environment had the capability to support online and classroom students at the same time and provide equivalent learning experiences for them, but challenges emerged in the process. Design principles were summarized to guide researchers or teachers when they design similar learning environments.</p>

scholarly journals Students’ Perceptions of a Learning Support Initiative for b-MOOCs

2020 ◽  
Vol 15 (21) ◽  
pp. 179
Author(s):  
Shurong Zhao ◽  
Junxia Song
Keyword(s):  
Blended Learning ◽  
Learning Strategy ◽  
Structured Interview ◽  
Learning Support ◽  
Business English ◽  
Internet Technologies ◽  
Face To Face ◽  
Chinese University ◽  
Face To Face Instruction ◽  
Perceptions And Expectations

Blended learning based on MOOCs (b-MOOC) has become a new and wide-spread approach to combining internet technologies with face-to-face instruction in higher education. In the implementation of b-MOOCs, learning support or scaffolding proves to be essential and determines to some extent the success of blended learning, while available literature shows lack of re-search on it. Aiming at exploring a feasible learning support approach for b-MOOCs in practice, this study constructed a support framework with four key elements of resources (R), interaction (I), strategy (S) and evaluation (E) support, briefed as RISE, and implemented it in the Business English course in a Chinese university. A survey and semi-structured interview were conducted to make clear its effects, the perceptions and expectations of students. It shows that the RISE support initiative got wide recognition and resulted in various improvements, promoting learning autonomy, improving learning strategy, increasing interaction and time devoted. As to suggestions, more targeted and higher degree of support is expected by learners and they show preference for face-to-face instruction and suggestion is raised that the proportion of face-to-face section should be no less than the online part. The results of this study may offer practical reference in b-MOOC design about how to support learning process of students and what components and methods are effective.

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