The evolution of online education for sports coaches: A tennis perspective

The challenges for education in the 21st century are fundamentally the same as they were in each of the past centuries – holding on to what is of value while discovering and developing what adds value to both teaching and learning. While the future is difficult to predict, the seeds of the future can be seen in the behaviors of the present. Obviously technology will play an even greater role in future education no matter how much and how quickly technology changes. Of greater importance than technology is the thinking needed for knowing how to use technology for advancing education for both students and instructors. Identifying the shifts in behavior that people are experiencing today provides clues on the practices that will be common tomorrow. Basic changes in education include the following: (1) moving from an instructor-centered paradigm focused on teaching to a learner-centered model focused on learning; (2) shifting from an emphasis on textbooks as a preferred source of knowledge to the use of technology as the primary tool for acquiring information and ideas; (3) advancing from knowledge to know-how exemplified in the differences expected from the cognitive, behaviorist and constructivist approaches to learning; and (4) sharing responsibility for learning through increased interaction and continuous communication between and among all individuals engaged in becoming educated persons. Technology, though it may be the key tool for facilitating these changes, has its limitations as well as its advantages, as any instructor knows when comparing face-to-face classroom lecturing with virtual asynchronous online discussions. Today’s students are techno-savvy and may be considered the “Wi-Fi Generation.” In the School of Business at National University, the second largest not-for-profit university in California, a blended approach to learning has been adopted in the accelerated one-month format used for its online education program. This paper explores the effects of some new technological options which were recently provided to marketing students in order to make their online learning experience more exciting and meaningful. National University’s online classes are offered on the eCollege platform. Students interact with each other asynchronously through discussion boards and synchronously in weekly chat sessions. Chat sessions had been offered in a text-based format, but the School of Business has invested in iLinc software which provides Voice over Internet Protocol (VoIP) capability. In iLinc, students can see and hear each other as well as the instructor in real time. The system allows application sharing, group web-browsing, the display of PowerPoint® slideshows, voting, and independent group work. Using this technology, the instructor acts as both a discussion moderator and a live lecturer. The traditional text-based chats are no longer used due to the high student acceptance and delight with the iLinc system. Outside of the virtual classroom, the marketing students were tasked to analyze and comment on the content of selected television shows. National University’s students are adult learners who grew up passively watching television from an early age. These assignments were designed to get them to think beyond the surface entertainment to the underlying marketing and business messages given in these shows. For example, a graduate advertising class was assigned to comment on the reality show, The Apprentice, while an undergraduate class critiqued the Super Bowl advertisements. In both classes the students were told to look at these programs critically and share their comments with the class. The use of these current mass media presentations, (which afforded live action cases that demonstrated the immediate consequences of managerial actions), was shown to be very powerful. Overall, the students appear to thoroughly enjoy this addition of topical and “live” learning tools to their online learning experience. While not tested empirically as yet, these new classroom tools seem to increase student comprehension and retention of the course material.

Download Full-text

Distance Learning in Greece during Covid-19 Pandemic

Global Research in Higher Education ◽

10.22158/grhe.v4n2p69 ◽

2021 ◽

Vol 4 (2) ◽

pp. p69

Author(s):

Apostolou George ◽

Papatsimpas Achilleas ◽

Gounas Athanasios ◽

Gkouna Ourania

Keyword(s):

Distance Learning ◽

Online Education ◽

Educational Process ◽

Statistical Hypothesis ◽

Hypothesis Tests ◽

Face To Face ◽

The Future ◽

E Learning ◽

Face To Face Learning ◽

Restrictive Measures

The purpose of this study is to investigate the reaction of Greeks to this new educational reality due to the Covid-19 outbreak. Since the first restrictive measures were implemented in March 2020in Greece, distance learning has become a dynamic part of people’s daily lives with the prospect of remain in gas such in the future. A total of N=170 students, parents, teachers, civil servants, private sector employees who were involved in the distance learning process either as instructors or as students in the period of Covid-19 pandemic in Greece, were selected with the use of snowball sampling. A questionnaire using demographic and satisfaction related variables was completed by the respondents, namely citizens across Greece, based on a Likert scale questionnaire which is a useful and multidimensional instrument, to assess satisfaction within the time frame from July 7, 2020 to October 20, 2020; the period when there occurred a loosening in the restrictive measures between the two lockdowns in Greece. It was investigated how the demographic factors, specifically gender, age, occupation, and place of residence, influence the attitude of the respondents towards synchronous and asynchronous distance learning as well as their intention to continue using online education services in the future after the lifting of the restrictive measures. Additionally, the customers’ preferences concerning the most enjoyable distance learning experience were examined, so that they will be available to the distance learning program designers. Descriptive statistical analysis and non-parametric statistical hypothesis tests were conducted in SPSS and R. Most of the respondents had not participated in online courses before the Covid-19 outbreak, 46 % did participate in e-learning courses before the Covid-19 lockdown while 54 % did not and 34.1% respondents prefer face-to-face learning, while 15.9% prefer e-learning. Also, 50% respondents prefer a combination of face-to-face learning and e-learning. Hypothesis tests showed that there are statistically significant differences between users’ preferences as well as regarding their demographic characteristics. Undergraduate and postgraduate university students continue to participate in online learning courses and are willing to invest financial resources and time in this new educational process (?2(4)=10.440, p=0.034), unlike high school students who prefer face-to-face learning (p=0.042). The present study will lead to practical implications, such as the formation of e-learning programs which aim for the best user experience and the best learning outcomes. Also, private educational organizations can include the results in the key elements to implementing a strategic marketing mix.

Download Full-text

Educational Platforms for Online Learning in a Cloud Environment

Mathematics, Computer Science and Education ◽

10.54664/rzyb2769 ◽

2020 ◽

Vol 3 (1) ◽

Author(s):

Neli Kiskinova ◽

◽

Keyword(s):

Online Learning ◽

Distance Learning ◽

Information And Communication Technologies ◽

Communication Technologies ◽

Cloud Environment ◽

Advantages And Disadvantages ◽

Information And Communication ◽

E Learning ◽

Learning Platforms ◽

Cloud Technologies

This paper presents the types of distance learning platforms with the use of information and communication technologies. It analyses their main functionalities and outlines the advantages and disadvantages of using cloud technologies in e-learning.

Download Full-text

Student Perceptions of Online Learning During the Covid-19 Pandemic

EduLine: Journal of Education and Learning Innovation ◽

10.35877/454ri.eduline607 ◽

2021 ◽

Vol 2 (1) ◽

pp. 1-16

Author(s):

Jesi Jecsen Pongkendek ◽

Dewi Satria Ahmar ◽

Haris Munandar ◽

Muhammad Fath Azzajjad

Keyword(s):

Online Learning ◽

Blended Learning ◽

Student Perceptions ◽

Random Sampling ◽

Face To Face ◽

Question Item ◽

The Future ◽

Learning Platforms ◽

Face To Face Learning ◽

Made In

Due to the COVID-19 pandemic, lectures must be conducted online. This research is a survey research to find out the perception of students in participating in online learning. Survey of Musamus University students in 6 faculties with a total of 262 respondents. Respondents were selected by proportionate stratified random sampling. The instrument used is a questionnaire made in google form with a total of 21 questions. Data analysis was carried out by calculating the percentage of each answer for each question item. Through this research, the results obtained are (1) Students realize online learning is a learning solution during the Covid-19 pandemic; (2) Students are happy with participating in online learning; (3) Students are enthusiastic to complete assignments; (4) Students realize that through the assignment of lecturers their knowledge is increasing; (5) Students find online learning beneficial for them; (6) Students have mastered the use of online learning platforms; (7) Students hope that online learning will no longer be carried out in the future. Students also prefer face-to-face learning compared to blended learning and online learning, but some students have realized that the blended learning model is an alternative in learning that can be applied in the future

Download Full-text

Harnessing the Tiger of Emerging E-Learning Platforms

Handbook of Research on Program Development and Assessment Methodologies in K-20 Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3132-6.ch008 ◽

2018 ◽

pp. 147-170

Author(s):

Theresa Neimann ◽

Victor X. Wang

Keyword(s):

Online Learning ◽

Adult Learners ◽

Online Education ◽

New Technology ◽

Program Completion ◽

Future Technology ◽

E Learning ◽

Learning Platforms ◽

Key Drivers ◽

The Relationship

This chapter explores the evolution of E-learning, defines many E-platforms and discusses the relationship between contemporary Andragogical practices, and future technology trends, which key drivers for the implementation of new technology, play a significant role. This chapter argues that online education (E-learning) has the potential for greater access and advancement of knowledge for learners across their life spans than the traditional four walled classroom. The purpose of this chapter argues how we can rely on practice and research to harness the untapped potential of increasingly diverse modalities of online education. Some of the major issues revolving around online education and adult learners in the 21 Century include: processes of learning prevalent in E-learning platforms, issues concerning policy, access and program completion, barriers to online learning adoption for adult learners and assessment of online learning in the context for the 21st Century.

Download Full-text

Harnessing the Tiger of Emerging E-Learning Platforms

Research Anthology on Developing Effective Online Learning Courses ◽

10.4018/978-1-7998-8047-9.ch003 ◽

2021 ◽

pp. 29-52

Author(s):

Theresa Neimann ◽

Victor X. Wang

Keyword(s):

Online Learning ◽

Adult Learners ◽

Online Education ◽

New Technology ◽

Program Completion ◽

Future Technology ◽

E Learning ◽

Learning Platforms ◽

Key Drivers ◽

The Relationship

This chapter explores the evolution of E-learning, defines many E-platforms and discusses the relationship between contemporary Andragogical practices, and future technology trends, which key drivers for the implementation of new technology, play a significant role. This chapter argues that online education (E-learning) has the potential for greater access and advancement of knowledge for learners across their life spans than the traditional four walled classroom. The purpose of this chapter argues how we can rely on practice and research to harness the untapped potential of increasingly diverse modalities of online education. Some of the major issues revolving around online education and adult learners in the 21 Century include: processes of learning prevalent in E-learning platforms, issues concerning policy, access and program completion, barriers to online learning adoption for adult learners and assessment of online learning in the context for the 21st Century.

Download Full-text

COVID-19 Pandemic and Possible Futures of Adult Online Learning in Higher Education : Six Trends That Could Shape the Future

Médiations et médiatisations ◽

10.52358/mm.vi8.266 ◽

2021 ◽

pp. 72-85

Author(s):

Nicolas Gagnon

Keyword(s):

Higher Education ◽

Online Learning ◽

Adult Education ◽

Online Education ◽

Time Span ◽

Emerging Trends ◽

The Future ◽

Adult Online Learning ◽

The Impact ◽

Insight Into

The COVID-19 pandemic has had and will have, profound effects on adult education (Boeren, Roumell & Roessger, 2020; Kapplinger & Lichte, 2020) and online learning practices. The impact was unprecedented and led to the largest and quickest transformation of pedagogic practice ever seen in contemporary universities (Brammer & Clark, 2020). Although it is too soon for a full assessment, the first step is to gain insight into an understanding of the macro trends taking shape inside and outside the walls of institutions and then explore how these trends may affect the future. Against this background, a question arises: How is the COVID-19 pandemic shaping the future of adult online learning in higher education? Drawing on adult education and higher education scholarly and practitioner literature published over the last year, the purpose of this paper is threefold: (i) in the context of the COVID-19 pandemic, to identify and analyze emerging trends that could shape the future of adult online education in higher education, (ii) to analyze these trends over a longer time span in the literature, and (iii) to explore the possible futures of adult education and online learning in higher education.

Download Full-text

Consideration on Online Education in Romania

International Letters of Social and Humanistic Sciences ◽

10.18052/www.scipress.com/ilshs.25.59 ◽

2014 ◽

Vol 25 ◽

pp. 59-65 ◽

Cited By ~ 2

Author(s):

Janusz Grabara ◽

Petre Bosun

Keyword(s):

Online Learning ◽

Distance Learning ◽

Online Education ◽

Scoring System ◽

The Other ◽

Learning Platform ◽

Reduced Costs ◽

Online Access ◽

The One ◽

Conventional Systems

Using the online learning platform provides a dynamic training program at substantially reduced costs compared with the conventional systems. They ensure the development of a scalable products, secure online access to thousands of students even for distance learning, offering them the books available online, multimedia support, etc.. Outside the curriculum it was developed a flexible verification and scoring system, uploading projects, maintaining a permanent online contact between students on the one side and between students and lecturers on the other side. In the online lessons there may be audio or video links between students and lecturer, when the session administrator believes that certain aspects need to be developed in this way. Ensuring for a convenient program of resources access may allow students to structure better the learning period.

Download Full-text

Impact of Online Learning in K-12

Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-5557-5.ch020 ◽

2018 ◽

pp. 357-375

Author(s):

Jerri Ward-Jackson ◽

Chien Yu

Keyword(s):

Online Learning ◽

High School Students ◽

Distance Learning ◽

Online Education ◽

Learning Outcomes ◽

Success Rates ◽

Learning Capabilities ◽

Online Distance Learning ◽

Online Distance ◽

K 12

Online learning capabilities in K-12 education have changed tremendously in the past years and are continually evolving in the traditional classrooms. The overall growth in the total number of high school students currently taking online distance learning courses as well as the importance of distance learning as a solution to educational challenges has increased the need to study more closely the factors that contribute to distance learning outcomes and success rates in K-12. Therefore, the challenge that emerges for educators, researchers, scholars, and advocates for students is to carefully and effectively join the growth and power of K-12 online learning for the benefit of the students involved. This chapter provides an overview of factors that contribute to learning outcomes and success rates for K-12 distance education. Some of the challenges, issues, and considerations affecting implementation of K-12 online education are discussed.

Download Full-text

EFEKTIVITAS PENGGUNAAN MEDIA PEMBELAJARAN JARAK JAUH ( PJJ) DI TENGAH PANDEMI COVID-19 DI SDN 50 MANDAU

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v4i6.8215 ◽

2020 ◽

Vol 4 (6) ◽

Author(s):

Atina Atina

Keyword(s):

Online Learning ◽

Distance Learning ◽

Learning Activities ◽

Learning Tools ◽

Long Distance ◽

Distance Method ◽

Network Learning ◽

Learning Platforms

The purpose of this article is to see the effectiveness of long distance learning (PJJ) systems in the midst of the Covid-19 pandemic. The Covid-19 pandemic makes learning carried out using a distance method by utilizing various online learning platforms such as google classrooms, zoom cloud meetings, quisziiz, whatsAap grub and other online learning tools that have their respective functions in supporting the implementation of network learning. The conclusion of this article is that the implementation of online learning activities has been maximal and effective. Online learning runs smoothly, when it feels less than ideal. Obstacles that satisfy students and teachers in bold learning include: internet quota data, unstable networks, and supporting devices such as cellphones and laptops. Limiting learning is effective if applied during the Covid-19 pandemic, but a more varied model is needed to keep it interesting if used in the long term

Download Full-text