128
Views
0
CrossRef citations to date
0
Altmetric
Research

Analysis of Learning Interaction within Online Kinesiology Courses

ORCID Icon & ORCID Icon

References

  • Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. In D. M. Moore (Ed.), Handbook of distance education (pp. 129–144). Erlbaum.
  • Angelino, L. M., & Natvig, D. (2009). A conceptual model for engagement of the online learner. Journal of Educators Online, 6(1), 1–19. https://doi.org/10.9743/JEO.2009.1.4
  • Bennett, G., & Green, F. P. (2001). Student learning in the online environment: No significant difference? Quest, 53(1), 1–13. https://doi.org/10.1080/00336297.2001.10491727
  • Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243–1289. https://doi.org/10.3102/0034654309333844
  • Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. (ASHE-ERIC Higher Education Report No. 1). The George Washington University.
  • Chen, C.-H., & Wu, I. C. (2012). The interplay between cognitive and motivational variables in a supportive online learning system for secondary physical education. Computers & Education, 58(1), 542–550. http://doi.org/10.1016/j.compedu.2011.09.012
  • Chodzko-Zajko, W., Taylor, E. M., & Reeve, T. G. (2018). The American kinesiology association core content for kinesiology programs: From concept to curriculum. Kinesiology Review, 7(4), 279–285. https://doi.org/10.1123/kr.2018-0050
  • Edwards, R., & Holland, J. (2013). What is qualitative interviewing? Bloomsbury Academic.
  • Fredericksen, E., Pickett, A., Shea, P., Pelz, W., & Swan, K. (2019). Student satisfaction and perceived learning with on-line courses: Principles and examples from the SUNY learning network. Online Learning, 4(2), 7–14. https://doi.org/10.24059/olj.v4i2.1899
  • Garrison, D. R. (2009). Communities of inquiry in online learning. In P. L. Rogers (Ed.), Encyclopedia of distance learning (pp. 352–355). IGI Global.
  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
  • Graber, K. C., & Chodzko-Zajko, W. (2014). Online education: Crossing a new educational frontier. Kinesiology Review, 3(4), 173–176. https://doi.org/10.1123/kr.2014-0070
  • Gray, J. A., & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11(1), 20. https://www.ncpeapublications.org/index.php/volume-11-number-1-spring-2016/713-the-effects-of-student-engagement-student-satisfaction-and-perceived-learning-in-online-learning-environments
  • Han, F., & Ellis, R. A. (2018). Identifying consistent patterns of quality learning discussions in blended learning. The Internet and Higher Education, 40, 12–19. https://doi.org/10.1016/j.iheduc.2018.09.002
  • Hartnett, M. (2019). Motivation in distance education. In M. G. Moore (Ed.), Handbook of distance education (pp. 145–157). Routledge.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, M. (2020). The difference between emergency remote teaching and online learning. Educause Review.
  • Holmberg, B. (2003). A theory of distance education based on empathy. In M. G. Moore (Ed.), Handbook of distance education (pp. 79–86). Mahwah, NJ: Lawrence Erlbaum.
  • Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in web-based instruction. Innovations in Education and Teaching International, 39(2), 153–162. https://doi.org/10.57709/26851946
  • Kim, G. (2022). Effective Online Instruction Through the Community of Inquiry Framework: An Exploratory Study in Kinesiology. Dissertation, Georgia State University. https://doi.org/10.57709/26851946
  • Kim, G., & Gurvitch, R. (2020). Online education research adopting the Community of Inquiry framework: A systematic review. Quest, 72(4), 395–409. https://doi.org/10.1080/00336297.2020.1761843
  • Kim, G., & Gurvitch, R. (2022). Community of Inquiry analysis of alignment between instructors' intentions and students' perceptions in online courses. Journal of Educators Online, 19(2), 1–14. https://doi.org/10.9743/JEO.2022.19.2.7
  • Mahar, M. T., Hall, T. R., Delp, M. D., & Morrow, J. R. (2014). The state of online education in Kinesiology in the United States. Kinesiology Review, 3(4), 177–185. https://doi.org/10.1123/kr.2014-0068
  • McNamara, J. M., Swalm, R. L., Stearne, D. J., & Covassin, T. M. (2008). Online weight training. Journal of Strength & Conditioning Research, 22(4), 1164–1168. https://doi.org/10.1519/JSC.0b013e31816eb4e0
  • Means, B., Bakia, M., & Murphy, R. (2014). Learning online: What research tells us about whether, when and how. Routledge.
  • Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1–7. https://doi.org/10.1080/08923648909526659
  • Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Thompson/Wadsworth.
  • Nipper, S. (1989). Third generation distance learning and computer conferencing. In R. Mason & A. Kaye (Eds.), Mindweave: Communication, computers and distance education (pp. 63–73). Oxford, UK: Pergamon.
  • Onyesolu, M. O., Nwasor, V. C., Ositanwosu, O. E., & Iwegbuna, O. N. (2013). Pedagogy: Instructivism to socio-constructivism through virtual reality. International Journal of Advanced Computer Science and Applications, 4(9). https://doi.org/10.14569/IJACSA.2013.040907
  • Oyarzun, B., Stefaniak, J., Bol, L., & Morrison, G. R. (2018). Effects of learner-to-learner interactions on social presence, achievement and satisfaction. Journal of Computing in Higher Education, 30(1), 154–175. https://doi.org/10.1007/s12528-017-9157-x
  • Ransdell, L. B., Rice, K., Snelson, C., & DeCola, J. (2008). Online health-related fitness courses: A wolf in sheep’s clothing or a solution to some common problems? Journal of Physical Education, Recreation & Dance, 79(1), 45–52. https://doi.org/10.1080/07303084.2008.10598119
  • Rhode, J. (2009). Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences. The International Review of Research in Open and Distributed Learning, 10(1), 1–23. https://doi.org/10.19173/irrodl.v10i1.603
  • Shackelford, J. L., & Maxwell, M. (2012). Sense of community in graduate online education: Contribution of learner to learner interaction. International Review of Research in Open and Distributed Learning, 13(4), 228–249. https://doi.org/10.19173/irrodl.v13i4.1339
  • Smyth, R. (2011). Enhancing learner-learner interaction using video communications in higher education: Implications from theorising about a new model. British Journal of Educational Technology, 42(1), 113–127. https://doi.org/10.1111/j.1467-8535.2009.00990.x
  • Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018). The effectiveness of direct instruction curricula: A meta-analysis of a half century of research. Review of Educational Research, 88(4), 479–507. https://doi.org/10.3102/0034654317751919
  • Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage.
  • Vrasidas, C. (2000). Constructivism versus objectivism: Implications for interaction, course design, and evaluation in distance education. International Journal of Educational Telecommunications, 6(4), 339–362.
  • Xiao, J. (2017). Learner-content interaction in distance education: The weakest link in interaction research. Distance Education, 38(1), 123–135. https://doi.org/10.1080/01587919.2017.1298982
  • Yacci, M. (2000). Interactivity demystified: A structural definition for distance education and intelligent computer-based instruction. Educational Technology, 40(4), 5–16. http://www.jstor.org/stable/44428619
  • Yin, R. K. (2014). Case study research design and methods (5th ed.). Sage.
  • Zhang, D. (2005). Interactive multimedia-based e-learning: A study of effectiveness. American Journal of Distance Education, 19(3), 149–162. https://doi.org/10.1207/s15389286ajde1903_3

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.