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ISSN: 0033-6297 (Print) 1543-2750 (Online) Journal homepage: http://www.tandfonline.com/loi/uqst20
Developing Online Graduate Coursework in Adapted Physical Education Utilizing Andragogy Theory Takahiro Sato, Justin Anthony Haegele & Rachel Foot To cite this article: Takahiro Sato, Justin Anthony Haegele & Rachel Foot (2017): Developing Online Graduate Coursework in Adapted Physical Education Utilizing Andragogy Theory, Quest, DOI: 10.1080/00336297.2017.1284679 To link to this article: http://dx.doi.org/10.1080/00336297.2017.1284679
Published online: 16 Mar 2017.
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Date: 20 March 2017, At: 10:18
QUEST http://dx.doi.org/10.1080/00336297.2017.1284679
Developing Online Graduate Coursework in Adapted Physical Education Utilizing Andragogy Theory Takahiro Satoa, Justin Anthony Haegele
b
, and Rachel Footc
a School of Teaching, Learning & Curriculum Studies, Kent State University, Kent, Ohio; bDepartment of Human Movement Sciences, Old Dominion University, Norfolk, Virginia; cCollege of Nursing, Kent State University, Kent, Ohio
ABSTRACT
KEYWORDS
Graduate adapted physical education (APE) courses have typically been taught using face-to-face formats where the instructor and learners physically meet in a classroom and engage in discussions and experiential exercises. However, because in-service physical educators have time demands associated with teaching, coaching, and family commitments, face-to-face meetings may not be feasible. Therefore, online learning may provide a more efficient and effective method for training in-service physical educators to become APE specialists. The purpose of this article is to disseminate guidelines for developing and implementing online coursework in APE within the theoretical framework of andragogy (adult learning). In this article, the authors describe characteristics and implementation of an online APE graduate course for in-service physical educators based on andragogy theory. Andragogy theory addresses the particular needs of adult learners and is based on the idea that there are significant differences in learning characteristics between children and adults (Knowles, 1989). This article first describes four components fundamental to andragogical instruction: experiential learning, self-directed learning, engagement, and transformative learning. The narratives provide information and characteristics about online APE course development for PE teachers’ professional development and how andragogy approach is a useful and beneficial approach to enhance learning.
Adapted physical education; adult learning; andragogy; online course; professional development
The field of adapted physical education (APE) has long struggled to overcome significant and persistent personnel shortages (Healy, Block, & Judge, 2014). The insufficient number of qualified APE specialists is compounded by an increase in the number of students identified with disabilities each year (Bullock, Gable, & Mohr, 2008). One strategy for reducing the shortage of qualified APE specialists is the use of online education programs (Healy et al., 2014). Traditionally, graduate APE courses have been taught in face-to-face formats where the instructor and learners physically meet in a classroom each week to engage in discussion and experiential exercises (Gilbert, Schiff, & Cunliffe, 2013). However, because physical educators have time demands associated with teaching, coaching, and family commitments, face-to-face meetings may not be feasible (Healy et al., 2014). Therefore, online learning may provide a more efficient and effective method to training CONTACT Takahiro Sato
[email protected] Kent State University, Gym Annex 261-A, Kent, OH 44242. Color versions of one or more of the figures in the article can be found online at www.tandfonline.com/uqst. © 2017 National Association for Kinesiology in Higher Education (NAKHE)
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more APE specialists, because it allows for a more flexible learning schedule that can fit around their other life commitments (Healy et al., 2014). Online learning is among the fastest growing trends in educational technology. In 2012, approximately 5.5 million students in the United States took at least one online course (United States Department of Education [USDE], 2014). By 2020, universities in the United States predict that students will take up to 60% of their courses entirely online (Shimabukuro, 2009). The convenience and flexibility online education offers may be especially meaningful for adult learners who lead busy professional lives that do not adhere to a traditional classroom schedule. As such, approximately 30% of all online courses are at the graduate level (USDE, 2014). Research suggests that online education can deliver outcomes similar to (Hollerbach & Mims, 2007; Navarro & Shoemaker, 1999) or greater than (e.g., Koory, 2003; Platt, Raile, & Yu, 2014) traditional face-to-face instruction without learners having to travel long distances. Although online learning is gaining popularity, and may be a useful tool in alleviating the shortage of trained APE specialists, few colleges and/or universities currently offer online APE graduate courses, and little research has been conducted in this area. This is particularly unfortunate because of the dramatic growth in online education in related academic areas, such as special education (Bullock et al., 2008). Because of this lack of research, guidelines are limited in terms of developing and implementing an appropriate educational experience for graduate students enrolled in online APE courses. Although best practices pertaining to online course development are being disseminated, many of these do not take into consideration the unique needs of adult learners and may not apply to the specialized nature of the APE field. Therefore, the purpose of this article is to disseminate guidelines for developing and implementing online coursework in APE within the theoretical framework of andragogy. Andragogy, also known as adult learning theory, is central to the effectiveness of these guidelines as it addresses the specific needs of adult learners.
Andragogy When designing courses, instructors must understand the audiences (e.g., students, adults, or professionals) enrolled in those courses to appropriately select and implement educational tactics. For example, when educating typical college-aged learners, course instructors may choose to design courses utilizing pedagogical concepts. Pedagogy is derived from two words: paid (meaning child) and agogus (meaning leader of; Ozuah, 2005). Pedagogy is generally thought of as a teacher-centered model, where the teacher determines “what will be learned,” “how it will be learned,” and “when it will be learned” (Ozuah, 2005, p. 83). Ozuah (2005) explained there are three assumptions about pedagogy and student learning. First, learners are dependent on the instructor, and do not know their own learning needs. Second, learning needs to be subject-centered; therefore, the instructor organizes instructional curricula and lessons for the learners. Last, the instructors’ extrinsic motivation is the most important driving force of student learning. On the other hand, when instructing courses targeting in-service professionals or other adult learners, pedagogical tactics may be inappropriate (Davenport & Davenport, 1985). Rather, andragogy can provide a more useful framework for implementing effective practices for adult learners. Andragogy, derived from the terms andro (meaning man) and agrourgous (meaning to lead), is designed to address the particular needs of adults and
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is based on the idea that there are significant differences in learning characteristics between children and adults (Knowles, 1989). Knowles (1989) explained that andragogy refers to adult learners’ independent self-concept and ability to direct their own learning. Using andragogy, the instructor can tailor coursework to meet the interests of adult learners by involving them in planning course objectives and activities while solving real-world professional issues and concerns. According to andragogy, adult learners must (a) be active agents in their knowledge acquisition, (b) realize that the educator is no longer the single individual who holds the knowledge, and (c) take responsibility for their own learning and become active consumers (Knowles, 1975, 1980). These adult learners have life and professional experiences that prove valuable in a class-based on andragogy. Their experiences form figurative hooks onto which new knowledge is placed (Hedin, 2010). These hooks lead the learner to feel that he or she can relate to course materials effortlessly and make the subject matter easier to internalize. The adult learner needs to understand how class information benefits them for their professions (McGrath, 2009). Some may argue that pedagogy and andragogy are opposed to each other, but in fact, these are not necessarily mutually exclusive paradigms. Andragogy theorists (Knowles, 1989; Ozuah, 2005) express an appreciation and acceptance of pedagogy, and suggest that pedagogy is an appropriate approach in situations where adult learners are truly dependent and have no relevant prior experiences. However, in online professional development courses for in-service teachers, course content must guide them to find their own selfdirection (what and how to apply APE course content to inclusive and/or APE classes) and to increase autonomy rather than the focuses on pedagogy. In this article, the authors describe characteristics of an online APE graduate course designed for in-service physical educators. This article is not intended to suggest that an approach rooted in andragogy represents the best or only approach for teaching online courses. Rather, it is the authors’ intention to provide information and characteristics about effective online APE course development for PE teachers’ professional development, and describe how an andragogical approach is a useful and beneficial framework for enhancing learning in this specific context. According to Knowles (1980), there are several components that are essential to instruction rooted in andragogy: experiential learning, self-directed learning, engagement, and transformative learning. Therefore, we frame the discussion about our online APE graduate course around these four essential concepts.
Experiential learning Experiential learning is one of the central concepts of andragogy. Andragogy suggests course instructors should consider and provide learning opportunities that are not isolated events in time. Therefore, those enrolled in graduate APE courses must connect what they have learned from current experiences to possible future events. Experiential learning emphasizes that physical educators pay special attention to curriculum and relevant pedagogy on disability, social, cultural, professional, and resource relations (Knop, Tannehill, & O’Sullivan, 2001). One example of an assignment which highlights experiential learning in online APE programs is an individualized education program (IEP) assignment. Currently, many PE teachers are not invited or given the opportunity to be involved in IEP meetings or
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committees (Kowalski, Lieberman, & Daggett, 2006). Some teachers see their students’ IEPs and provide feedback or suggestions, but are not involved in any assessments. In this IEP assignment, teachers must complete eight components of the IEP (i.e., child profile, present level of performance, measurable annual goals, short term objectives, assessment results, service offering, transportation, and non-academic extracurricular activities). The purpose of this assignment is to educate the teachers through first-hand experience. Skills, knowledge, and experience are acquired outside of the online course setting, and includes field research and service-learning for writing an IEP. More specifically, in order to complete this assignment, the teachers are required to assess their students with disabilities and write IEP reports at their schools. The teachers should have an opportunity to reflect, revise past IEPs, and discuss the online learning through the assignment process. The PE teachers’ previous knowledge of the IEP should be acknowledged. An example of this type of assignment is presented in Figure 1. Experiential learning is a key element, but online course instructors should ensure that they purposely provide timely feedback on their assessment assignments during or shortly after the experiences, so that physical educators can understand what they did well and what needs improvement (King, 2014). Teachers in online professional development value information provided by the instructor—particularly the online lecture and information about the assignments. Since they do not receive face-to-face instruction, it is imperative that the instructor help in-service teachers understand the key points through video demonstrations using sample data collection (scoring practicing) and data analysis to provide clear guidance as to how teachers should complete the assignments (King, 2014).
Self-directed learning Self-directed learning is a process in which adults take the initiative, without the help of others, in planning, carrying out, and evaluating their own learning experiences (Knowles, 1975). Self-directed learning is an informal process that primarily takes place outside of the classroom, and learners make decisions and become responsible for their own learning process by determining their needs, setting goals, identifying resources, implementing a plan to meet their goals, and evaluating the outcomes (Song & Hill, 2007). In this concept, there are three components (personal attributes, process, and contexts) that incorporate into the teachers’ routines and occur at their convenience. According to andragogy, personal attributes include one’s readiness to learn, development of self-concept, motivation to learn, and experiences to share in adult learning. In the online learning environment, personal attributes help online instructors assess the teachers’ capability for their learning (Garrison, 1997). Process refers to the adult learners constantly making choices relevant to their learning processes (Song & Hill, 2007). Within online graduate coursework, the PE teachers are charged with planning, monitoring, and evaluating their learning (Moore, 1972). Context in self-directed learning focuses on environmental factors and how those impact the levels of self-direction provided to the teachers. This component includes online learning support from the online instructors’ feedback, proofreading, communication, and collaboration. Constructive, informative, and useful feedback helps the adult learners make sense of what they are learning instead of giving simple judgmental feedback (what the instructor wants) such as “right” or “wrong” (Song & Hill, 2007).
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One example of an online technology tool that enhances teachers’ self-directed learning is the Google.doc system. By creating a self-directed learning environment, the Google.doc system helps the physical educators become motivated, persistent, independent, self-disciplined, self-confident, and goal-oriented through interacting with their peers and exchanging opinions and suggestions. Google.doc is a free web-based application in which assignments can be created, edited, and stored. This system allows learners and instructors to work together and offer proofreading and feedback in real time from different geographical locations. Additionally, students can also provide each other feedback (peer assessment) as well as allow for smoother communication. They can see who made specific
Writing Goals and Objectives
Data Analysis
This aspect of the IEP development is to write goals and objectives using the ABCD model based on your analysis of student’s present level of performance for a targeted student with a disability in IEP.
Step 3: Scoring Object Control Raw Score & Standard Deviation
A = Audience, B = Behavior, C = Condition, & D = Degree
Throwing = 6
-1.5
Throwing quality _= 1 Catching _= 9
-3.0 -1.5
Catching Quality _=2 -3.0 Kicking Accuracy= 7 -1.0 Kick Rolling Ball
=5
2.0
Step 1: Write Annual Goal
Step 4: Data Analysis
Sandy will improve her throwing and catching skills for the purpose of playing games at school and at home with peers and family.
This aspect of IEP development is to write inclusion possibilities for a targeted student with a disability. You need to explain your placement decision of how and why the targeted student with a disability must be placed in inclusion or APE services.
Step 2: Write Measurable Short Term Objectives Progression
1.1 When given a verbal prompt Sandy will drop and catch an 8 ½” playground ball 4 to 5 times in personal space catching it chest high with two hands. 1.2 When given a verbal prompt Sandy will toss and successfully catch an adapted 9” GrabBall 4 to 5 times when tossing to self in personal space 1' - 4' above her head. 1.3 Without verbal prompts, Sandy will catch 4 to 5 times when an adapted 9” GrabBall is tossed to her by an experienced thrower from 8’ away but no farther than 15’ away.
Figure 1. IEP development assignment sample.
Step 5: Placement Decision
After completing the object control portion of the assessment the following raw scores were recorded along with the corresponding standard deviation from the mean. If the number falls on or below -1.5% of the mean the student may qualify for APE (not inclusion) services.
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document changes and when those revisions and modifications were completed. These interactions can be a powerful tool to ensure that the adult learners are acknowledged for completing assignments correctly. The interactions of proofreading communication, feedback, discussion, and clarification between the teachers and instructor are converging into “knowledge media,” which is defined as capturing, imparting, sharing, accessing, and creating knowledge (Eisendtadt, 1995, p. 6). Physical educators find and identify professional problems, issues, and concerns that are relevant to their duties, assignments, and positions (e.g., they may have trouble meeting students’ needs in PE or APE classes), and show a desire to find answers of how to fix them. The online course instructor provides their composing process (e.g., ideas, central theme of topics, reflection, and critical thinking), rather than simply cleaning up errors, to enhance the accuracy and readability of the paper (Harwood, Austin, & Macaulay, 2012). This engages the adult learners with course assignments alongside the instructor, which can lead to a stronger vested interest in the acquisition of knowledge because of the additional interactions or connections made with the assignments in the learners’ professional lives (Chametzky, 2014). Feedback serves many purposes in the online course. Self-directed learning has a feedback component that manages students and their working relationships to provide opportunity to help their instructors and peers to review and develop. Therefore, it is important for instructors to consider what constitutes feedback in the online environment and how feedback is provided, when it is offered, and how it is focused or targeted (Mandermach, Gonzales, & Garrett, 2006). In online APE coursework, the Google.doc system allows both the instructor and adult learners to exchange feedback and responses on a daily basis. The instructors need to let the learners know the purpose and rationale of the feedback. In the online course, it should be positive, but corrective, and specifically identify which sentences the teachers completed incorrectly or which reading materials (e.g., research articles) they failed to understand. It is not enough to tell PE teachers that they need to revise the paper. In order to improve self-directed learning competency, the instructor needs to explain how to improve the next assignment. Feedback is a tool that develops cognitive understanding, motivation, engagement, and interpersonal connections (Mandermach et al., 2006). It not only helps the PE teachers learn online, but also helps keep them motivated, engaged, and connected to the online course. Based on andragogy, feedback has a direct bearing on whether learners have meaningful interactions with course materials and overall positive course experiences.
Engagement It is important that there is a positive link between academic engagement and achievement in online education (Oncu, 2015). Based on andragogy, online course instructors should not only encourage learners to gain the ability to learn how to learn, but they should also facilitate learners’ understanding of the concept of how to be taught by peers (Knowles, 1980). Engagement is a process and an outcome of collaborative learning with peers that enhances learners’ ability to identify what they know, what they need to know, where to access new information, and how to resolve problems in their classrooms. There are three types of engagement in andragogy: behavioral, cognitive, and emotional. First, behavioral engagement emphasizes that “students would typically comply with behavioral norms,
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such as attendance and involvement, and demonstrate absence of disruptive or negative behaviors” (Trowler, 2010, p. 5). Second, cognitive engagement describes that learners are able to construct and confirm meaning through sustained reflection, discourse, and interactions. This viewpoint portrays learners as actively engaged in a variety of cognitive interpretations, including interpretations of their professional environment, themselves, and peers (Richardson & Newby, 2006). Lastly, emotional engagement is identified as important to physical educators’ adjustment (e.g., improvement of reasoning and judgment through online communication or discussion) to the role of the learner (ClevelandInnes, Garrison, & Kinsel, 2007), the development of community (Perry & Edwards, 2005), and perception, expression, and self-management (Kang, Kim, & Park, 2007). Online instructors should facilitate learners’ engagement activities that help students connect with each other and their instructors as members of a learning community. Students that feel like they are part of the group and know each other may be more likely to engage in class activities in a meaningful way. There are a few activities that enhance learners’ engagement in online courses, such as online discussion assignments including asking expertise (APE professors) in the communication, debates, and peer evaluation of authentic assessment. First, in online courses, the adult learners can reflect on previous postings and develop a thoughtful response or analysis of course content (Alvarez-Torres, 2001). They use the online discussion as a way to enhance their learning through sharing ideas and resources with peers, reflecting deeply on teaching students with disabilities in PE, and assessing multiple perspectives to expand their thinking and understanding of theory and practices (Agee & Smith, 2011). At the same time, it is important that the teachers respect different ways of approaching involvement in bulletin board discussions (Du, Zhang, Olinzock, & Adams, 2008). Online instructors’ tasks, prompts, and feedback should be properly structured so that the PE teachers engage in higher order thinking and critical thinking skills (Mauriano, 2006). The information they exchange in the online discussions should move beyond surface-level information (Agee & Smith, 2011). Following, we provide an example of an online discussion board, which helped increase learners’ engagement in the discussion. There are three types of online discussion board assignments (i.e., communication with experts, debates, and peer evaluations) we used to help increase learners’ engagement in our APE online course. E-mail communication with APE professionals This assignment asks learners to contact and interview APE faculty and teachers from a diverse and broad geographic area, and discuss pertinent topics related to the course and their teaching. Prior to beginning this assignment, the instructor must send requests and invitations to APE teachers and professors across the country to be involved in this assignment. When the adult learners cannot find someone to personally fill their interests, the course instructor and adult learner can collaboratively recruit and seek help from one of expert sites (e.g., Special Olympic, or disability organizations) to find answers to their questions and then they can post them on a class discussion board. The purpose of the discussion board activity is to build a community of learning (Knowles, 1980). Some sample questions can include asking professionals: (a) why they chose APE as a profession, (b) what current issues and concerns related to serving students with disabilities are relevant in your state, and (c) what advice can they share that would help teachers succeed
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when teaching students with disabilities. The PE teachers are allowed to become part of a vibrant learning community rather than independent learner who completes and submits the assignments without any interactions. Debates Debates encourage PE teachers to think critically and organize their thoughts in a clear, cohesive, and convincing manner. Discussion boards provide opportunities for online learners to use this engaging strategy with classmates. Online discussion requires that learners demonstrate a depth of thought during debates and produce dialogue that is both thoughtful and reasoned (Ko & Rossen, 2010). This assignment specifically applies to debates or assignments in which students are required to take a position against their peers. The online debate “provides a safe environment for students who ordinarily might not chime in, too timid or shy to take part in discussions with those who are louder, more aggressive, or domineering” (Ko & Rossen, 2010, p. 14). In andragogy, debates in online discussion can improve learners’ reflective and critical thinking skills. The PE teachers share a synthesis of the debate experiences, or describe how similar situations, cases, or experiences have personal value to them. Through the engagement experiences, the PE teachers develop higher order questioning techniques and activities through online debates. An example of this type of assignment is presented in Figure 2. Peer evaluation Peer evaluation can be a meaningful experience in the online discussion context. For example, instructors can require all learners to develop authentic lessons and assessments, upload authentic lessons and assessments to discussion boards through the Blackboard online system, and evaluate peers’ lessons and assessments. The purpose of this assignment would be to allow the learners to rate peer work and reflect on their performance based on their own projected-based learning activity. In andragogy theory, peer evaluation of online discussion contributes to learners’ behavioral and professional engagements, because all peers have responsibilities to provide effective feedback rather than only providing statements of lesson and assessment contents (Oncu, 2015). This activity encourages quality by making teachers’ work public in the bulletin board discussion and provide feedback, suggestions, and recommendations adhering to peer evaluation guidelines when providing feedback to others. Examples of authentic assessments and peer evaluation guidelines are presented in Figure 3.
Transformative learning According to andragogy, transformative learning (Mezirow, 2000) is defined as critical and reflective learning for professional living. This supports the learners’ transformational learning when their habits of mind are re-formed. The purpose of transformative learning is to promote growth and change in the classroom in conjunction with exploration of new roles, relationships with principals, planning actions, and gaining knowledge and skill for plans (Mezirow, 1991). Strategies for enhancing transformative learning in online APE courses can include peer mentoring components that support adult learners’ professional,
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Debate: Case Study 1
Karin is a 10th grader at Warwick High school who has mobility difficulties since she was in elementary school. She has not been officially diagnosed as having a physical or orthopedic disability such as cerebral palsy or traumatic brain injury, but she does encounter motor problems, stemming from brain trauma as a child. Her right leg is a few inches shorter than the left. Karin wears orthotic shoes (right soles are elevated) so that she can walk without a limp. Her speech is slurred, but intellectually, she is average to above average, personable, and socially well-liked by her peers and teachers.
Mr. Beckerman (PE teacher) assessed Karin’s and her classmates’ (25 students) gross motor skills using the Test of Gross Motor Development 2 (TGMD2) (Ulrich, 2000). He was also assigned to teach both PE and APE classes. The result showed that Karin’s motor skill level was about 8.5% (standard deviation 1.5 below the mean). Mr. Beckerman was concerned about writing annual and short term behaviorally stated objectives in her IEP related to inclusive PE or APE services for Karin. As the physical education teacher, which placement does Mr. Beckerman need to decide (inclusive physical education or APE services) for Karin? Justify your group’s strategies for including students with disabilities in PE or separate APE services. Persuade instructor and peers and appeal your positions.
Direction
You all are required to complete an online discussion debate exercise by ___, 2016. You need to complete all three different cases (case study 1, 2, and 3). You will be assigned to serve the important role of inclusive PE, segregated APE, or judge from each case.
Your debate will be judged by five peers. Your grades will be determined by your quality of justification, unbiased approach, and participation.
Scoring Criteria
Comments
1. Explain benefits and advantages of inclusive PE and segregated PE of the assigned cases. 2. Develop inclusive or APE strategies for a child of each case. 3. Judges will ask some questions, and you need to respond appropriately. 4. Your debates will be evaluated by your online discussion, argument, and participation.
Figure 2. Debate assignment example.
personal, and organizational development at their school districts (Fletcher, 2007). Through this experience, mentoring can become a transformative relationship in which adult learners reconstruct and advocate their new roles and duties in their professional development. When adult learners are assigned to serve in new roles (APE coordinators, APE specialists), they often find expectations ambiguous. They lack the self-awareness and understanding to navigate the educational environment (Kligyte, 2011). It is important
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Authentic Lesson and Assessment Guideline
Authentic Lesson and Assessment Scoring Criteria
Peer Evaluation Guideline
You are required to create an authentic assessment that describes a task for your student(s) with disability(s) to perform and a rubric by which their performance on the task will be evaluated. You will develop a lesson (e.g., modified individual or team sport or modified game or activity) and an assessment for your student(s) with disability(s) in physical education or APE.
1. Develop a lesson including activities for your student in an inclusive setting or APE service. Develop activities including purpose of activity, goals and objectives, rules, routines, and expectations, modifications of activities, and lesson diagram.
Part I: After uploading and posting your assignment, begin an online peer evaluation. Remember to incorporate two components of feedback (i.e., compliment, and suggestions).
2. Develop assessment rubric of your lesson, and include the type of assessment scale and rationale for this decision.
3. Describe a testing protocol for the assessment. Explain challenges of demonstrating the assessment to your student. It is important to describe validity and reliability issues and concerns for using the assessment.
4. Report your students’ data. Explain eligibility criteria for inclusive or APE services in APE classes.
Part II: Provide peers with sentence starter templates such as “my favorite part was ________, because ___________” to guide peers in offering different types of feedback in the online discussion. After you start with something positive, have peers point out areas that could be improved in terms of content, style, voice, and clarity by using another sentence starter.
Part III: Provide constructive feedback. Avoid vague feedback such as “This is interesting. Good job.” You may need to add possible options of physical, visual, and verbal cues.
Figure 3. Authentic lesson and assessment and peer evaluation assignment.
that online course instructors initiate peer mentoring assignments, such as program design surveys and discussion board conversations, to help raise this awareness and understanding. The purpose of these assignments are for learners to understand the current status of the professional environment related to teaching students with disabilities in PE, types of supports from educational administrators at their school districts, and feedback and recommendations about new roles as being APE teachers or coordinators in the discussion board (see Figure 4). The peer mentoring assignment creates a developmental and transformative alliance between equals in which one or more teachers involved is enabled to increase awareness, identify alternatives, initiate actions, and develop themselves (Hay, 1995). Kligyte (2011) suggested adult learners learn better when they use the format of “transformative narratives” that emerged from written reflection participants’ professional services in the online discussion. Through this experience, adult learners are co-constructed through peer mentoring (continuous feedback, critical incident, program evaluation, budget, and administrative duties).
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You will need to save the document to your computer and then complete it. 1. Attach your completed survey to a discussion post this week (attach the survey you saved to your computer - write your initial post and then click on 'browse your computer' and select the completed file before submitting your post). 2. Then, read everyone else's survey. 3. Create a post commenting on what you notice across the data. SD
DA
DN K
A
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1. The goals and objectives of APE at my school district are clear.
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2. Time duration of my class session (APE or inclusive PE) is just right
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3. The time of day for my sessions is just right.
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4. There are suitable written policies and procedures of assessment and evaluation guide for students with disabilities at my school direct.
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5. My school district organizes APE orientation that is provided to all physical education teachers.
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6. My school district requires all physical education teachers to report screen and test results of students with disabilities to principals.
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7. PE teacher – student ratio in the APE or PE is just right.
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8. PE coordinator or supervisor or administrator presence is appropriate; there is someone constantly available to offer assistance and guidance.
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9. The equipment available is suitable.
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10. My school district organizes some workshops that all teachers interact and enhance the quality of instructions for students with disabilities.
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11. I believe that my school district uses appropriately qualified personnel in APE.
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12. My PE or APE program’s effective ness is evaluated regularly.
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Questions
Figure 4. Program design questions. Note. SD = Strongly disagree (1); DA = Do not agree (2); DNK = Do not know (3); A = Agree (4); SA = Strongly agree (5).
Conclusion This article describes the construction of online APE coursework and assignments in the theoretical frame of andragogy. Andragogy provides a framework for procedure and resources specific to helping adult learners acquire information and skills. In this approach, Knowles (1973) suggested the course instructors need to prepare a set of procedures that include (a) establishing a climate conducive to learning, (b) creating a mechanism for mutual planning, (c) diagnosing the needs of learning, (d) formulating course objectives that satisfy adult learners’
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needs, (e) designing a pattern of learning experiences, (f) conducting learning experiences with suitable techniques and materials, and (g) evaluating learning outcomes and re-diagnosing learning needs. Although andragogy has become popular within the education field, andragogical approaches are also applicable to other fields that serve a substantial percentage of adult learners, such as areas of kinesiology. Kinesiology courses are extraordinarily popular on university and college campuses, and the opportunity to take online courses is appealing to learners (Bryan, 2014). The ideal online kinesiology course is centered on the set of student tasks (lectures, projects, and assignments) that constitute the learning experiences that the students engage in, either independently and collaboratively, in order for them to master the objectives of the course (Carr-Chellman & Duchastel, 2001). Although the suggestions presented in this article are framed around APE coursework, these recommendations are applicable across kinesiology areas and can be utilized by faculty across content who are designing and implementing online courses targeting adult learners.
Funding This research was supported by the Center of Teaching and Learning at Kent State University.
ORCID Justin Anthony Haegele
http://orcid.org/0000-0002-8580-4782
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