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Abstract
E-learning quickly became a crucial tool for universities and other higher education institutions during the global COVID-19 pandemic. The field of sport and physical education (PE) was no exception. However, though there is considerable growth in digital technologies in sport or physical education, we have very little evidence about the use and outcomes of these technologies. Thus, this study aims to document how e-learning technologies and pedagogical approaches were employed in the field of sport, the challenges and successes associated with these approaches, and potential avenues for improvement. To do so, a total of 27 responses were collected with two online qualitative surveys, one respectively for students (n = 15) and one for teachers (n = 12). Structured follow-up interviews with four students and one additional teacher were conducted to verify and deepen the responses. The findings show that interaction and variety were critical components of successful online learning. However, teachers reported difficulties motivating students, especially if no visual connection was present. Ultimately, even with innovation, variety, and interaction, sport and physical education’s practical and social nature does not fully translate to the online setting. Thus, we conclude by proposing potential avenues for practice and research to respond to the challenges documented here.
Highlights
E-learning can be defined as self-paced or real-time online internet learning in relation to the end user [1]
The first theme was related to the sudden shift from in-person teaching to online teaching
This shift was, due to the unplanned outbreak of the COVID-19 virus, which forced many institutions to transition to partial or complete e-learning models. This sudden shift forced them to jump into online teaching with little or no preparation, essentially putting them into a trial-by-fire, learning-by-doing type of situation
Summary
E-learning can be defined as self-paced or real-time online internet learning in relation to the end user [1]. We adopt a definition “whereby e-learning is an on-line education defined as the self-paced or real-time delivery of training and education over the internet to an end-user device” [4]. Existing good practices for face-to-face teaching have been adapted to online teaching [5]. As online teaching has become more prevalent, further good practices and theoretical models have been elaborated [6–10]. These include dividing good practices into three categories: (1) course design, (2) interaction among course participants, and (3) instructor preparation and support [6] as well as creating a sense of online learning community while supporting rapid advancement of technology [11]
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