Abstract
The purpose of this study was to investigate undergraduate kinesiology students’ experiences in an online life span motor development course. This study was based on theory of transactional distance (Moore, 1997). Seven undergraduate kinesiology majors (5 females, 2 males), who were enrolled in an online course at a Midwestern public university in the US, participated in this study. Data collection included face-to-face open ended interviews, bulletin board discussion logs, and online assessment projects. A constant comparative method was used to interpret the data, and allowed themes to emerge from the data as well as from the theoretical framework. Three interrelated themes emerged from the undergraduate students’ narratives; rigors and flexibility in online course learning, peer feedback experiences, and video assessment analysis. The results of this study demonstrate that undergraduate students can have independent learning styles and kinesthetic characteristics and concepts when enrolled in online life span motor development coursework. Online kinesiology courses should be centered on a set of student tasks (lectures, projects, and assignments) that constitute the learning experiences that engage students, either independently and collaboratively, in order for them to master the objectives of the course (Carr-Chellman & Duchastel, 2001).
Highlights
The purpose of this study was to investigate kinesiology students’ experiences in an undergraduate online life span motor development course
Despite a dramatic growth in online education in various academic areas in kinesiology (Bryan, 2014), there is a lack of research examining the effectiveness of online modalities, and guidelines are limited in terms of developing and implementing an appropriate educational experience for undergraduate students enrolled in online courses
While research has begun to look at how graduate students and in-service teachers experience online coursework in some kinesiology areas (i.e., adapted physical education (APE)), these experiences may not be transferable to all undergraduate students or content areas
Summary
The purpose of this study was to investigate kinesiology students’ experiences in an undergraduate online life span motor development course. The results of these studies demonstrated that in-service physical education teachers can have positive learning experiences when learning about teaching students with disabilities and that online APE courses can help participants store and access online reading materials and assessment tools that solve teaching issues and concerns (Sato & Haegele, 2017; 2018). The participants of these studies believed that online courses helped them to improve the quality of APE classes at their own school districts. The three factors are: the teacher, the learner, and a means of communication, without any of which there can be no educational transaction (Moore & Kearsley, 2005)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
