Wellness NutriFit Online Learning in Physical Education for High School Students

Understanding the learners’ perceptions of how online delivery is affecting their learning will help provide instructors with information to effectively design and use online delivery strategies (Gallini & Barron, 2001). The purpose of this pilot study was to examine the learning and perceptions of students and their instructor during online fitness and nutrition units. The study participants were 19 high school students enrolled in a semester-long wellness course (10 males, 9 females; average age: 16 years, 2 months), and their teacher. The online units lasted 2 weeks each with a 3-week activity component interval in between. Student and instructor perceptions of the online instruction were examined through interviews and surveys. The majority of students (92%, n = 12) indicated that they were able to perform basic operations on their computers and valued the importance of technology in learning and finding employment. Student achievement was measured using a knowledge test and course assignments. A dependent t test on pretest and posttest scores showed a significant gain in student knowledge. Student perceptions of online learning were mixed. On the positive side, they indicated online instruction was suitable for some learning styles, focused their learning better, and allowed them to work at their own pace and at home. Yet, they had problems navigating the technology, were unclear about which content would be assessed and missed contact with their teacher and peers. The instructor had similar perceptions. She felt disconnected from her students and not in control, got behind in her grading and belatedly realized she could have helped her students by interacting more online. Despite mostly positive responses after the first unit, students and instructor ultimately favored a mixed instructional format using online and face-to-face instruction.

[1]  Khalili Ahmad,et al.  The Effectiveness of Computer Applications , 1994 .

[2]  Yuen-kuang Cliff Liao,et al.  Effects of Hypermedia Versus Traditional Instruction on Students’ Achievement , 1998 .

[3]  J. Hortin,et al.  Teachers' Perceptions of Instructional Technology and Staff Development , 1993 .

[4]  Ina V. S. Mullis,et al.  Trends in Academic Progress: Achievement of U.S. Students in Science, 1969-70 to 1990; Mathematics, 1973 to 1990; Reading, 1971 to 1990; and Writing, 1984 to 1990. , 1991 .

[5]  Ben Shneiderman,et al.  Designing the User Interface: Strategies for Effective Human-Computer Interaction , 1998 .

[6]  Dale S. Niederhauser,et al.  Exploring teaching, learning, and instructional reform in an introductory technology course , 1999 .

[7]  M. Goddard.  What Do We Do with These Computers? Reflections on Technology in the Classroom , 2002 .

[8]  Keith D. Clark.  Urban Middle School Teachers’ Use of Instructional Technology , 2000 .

[9]  Beaumie Kim,et al.  Students’ Perception of Interactive Learning Modules , 2002 .

[10]  Gregg Bennett,et al.  Student Learning in the Online Environment: No Significant Difference? , 2001 .

[11]  G. Knezek,et al.  Using a Technology-Enriched Environment to Improve Higher-Order Thinking Skills , 2001 .

[12]  A. Chickering,et al.  Seven Principles for Good Practice in Undergraduate Education , 1987, CORE.

[13]  Janis Sue Lowe,et al.  Computer-Based Education , 2001 .

[14]  A. Strauss,et al.  The discovery of grounded theory: strategies for qualitative research aldine de gruyter , 1968 .

[15]  Rachel A. Vannatta,et al.  Facilitating a Constructivist Vision of Technology Integration among Education Faculty and Preservice Teachers , 2000 .

[16]  Lajeane Thomas.  NCATE Releases New Unit Accreditation Guidelines: Standards for Technology Are Included. , 1994 .

[17]  Mary Burns,et al.  Connecting Student Learning & Technology , 1999 .

[18]  A. Strauss,et al.  The discovery of grounded theory: strategies for qualitative research aldine de gruyter , 1968 .

[19]  R. Bogdan,et al.  Bogdan, Robert C., and Sari Knopp Biklen, Qualitative Reseach for Education: An Introduction to Theory and Methods, 2d Ed. Boston: Allyn & Bacon, 1992. , 1992 .

[20]  Daylene J. Lauman.  Student Home Computer Use , 2000 .

[21]  Sule Bayraktar,et al.  A Meta-analysis of the Effectiveness of Computer-Assisted Instruction in Science Education , 2000 .

[22]  R. Bogdan,et al.  Qualitative research for education : an introduction to theory and methods / oleh Robert C. Bogdan, Sari Knopp Biklen , 1992 .

[23]  Daniel D. Barron,et al.  Participants’ Perceptions of Web-Infused Environments , 2001 .

[24]  Carmen L. Gonzales,et al.  Effective Practices in Distance Education , 2001, Evaluation and Assessment in Educational Information Technology.

[25]  Yu-Mei Wang.  When Technology Meets Beliefs , 2002 .

[26]  Mark Jaeger,et al.  National Educational Technology - Standards for Students , 1998, J. Educ. Technol. Soc..

[27]  Connie Carroll Widmer,et al.  Meeting Technology Guidelines for Teacher Preparation , 1994 .

[28]  Chen-Lin C. Kulik,et al.  Effectiveness of computer-based education in colleges , 1986 .

[29]  C. Aldigé,et al.  Using technology to teach health: a collaborative pilot project in Alabama. , 2002, The Journal of school health.

[30]  Christian Sebastian Loh,et al.  What’s in a Web Site? Student Perceptions , 2002 .

[31]  Randall S. Davies,et al.  Evaluation Comparison of Online and Classroom Instruction for HEPE 129--Fitness and Lifestyle Management Course. , 1998 .

[32]  C. Fosnot.  Constructivism : theory, perspectives, and practice , 1996 .

[33]  J. Logan,et al.  Computer Technology in Schools , 1999 .

[34]  David J. Ayersman.  Effects of computer instruction, learning style, gender, and experience on computer anxiety , 1996 .

[35]  Gerald W. Bracey.  Exemplary Computer Use , 1993 .