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ERIC Number: EJ1078337
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1927-5250
Comparing Student Engagement in Online and Face-to-Face Instruction in Health and Physical Education Teacher Preparation
Butts, Frank; Heidorn, Brent; Mosier, Brian
Journal of Education and Learning, v2 n2 p8-13 2013
Purpose: The purpose of this study was to see if there was a significant difference in engagement among undergraduate health and physical education majors when comparing online instruction to traditional lecture format. Method: Participants in this study were 22 undergraduate health and physical education majors enrolled in the summer semester, in a three-hour class. Two sections of the course were offered to the students. One section was delivered online and the other was delivered by traditional lecture in a face-to-face setting. The course curriculum and assignments were identical for the online and face-to-face courses. Analysis: Thirty-four Likert-scaled questions were used to determine student perception of engagement in the course. Difference in responses of the two study groups were examined using the Mann-Whitney Test (p = 0.05). Results: The results of this study showed no significant difference in 33 of the 34 variables used to measure engagement. Conclusions: It seems clear from this study that students in undergraduate physical education teacher preparation courses can be engaged in course content, whether that content is offered completely online, or in a traditionally-based face-to-face format.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A