Makalah Review Jurnal Internasional

1. Makalah Review
Teaching Sport Philosophy Online: a Case Study in Italy
Dosen pengampu : Dr. Made Pramono, S.S. M.Hum.
Disusun Oleh :
Arum Suryaningsih Kusmawati
( 20060484062 )
Kelas : IKOR 2020 B
Fakultas Ilmu Olahraga
Jurusan Pendidikan Kesehatan dan Rekreasi
Universitas Negeri Surabaya
Tahun 2021

2. i
Kata Pengantar
Puji syukur kehadirat Allah SWT yang telah memberikan rahmat dan hidayah-Nya sehingga saya dapat
menyelesaikan makalah yang berjudul Teaching Sport Philosophy Online: a Case Study in Italy ini tepat pada
waktunya.
Adapun tujuan dari penulisan dari makalah ini adalah untuk memenuhi tugas dosen pada mata kuliah Filsafat
dan Sejarah Olahraga. Selain itu, makalah ini juga bertujuan untuk menambah wawasan tentang Teaching
Sport Philosophy Online: a Case Study in Italy bagi para pembaca dan juga bagi penulis.
Saya mengucapkan terima kasih kepada Bapak Dr. Made Pramono, S.S. M.Hum. selaku dosen mata kuliah
Filsfat dan Sejarah Olahraga yang telah memberikan tugas ini sehingga dapat menambah pengetahuan dan
wawasan sesuai dengan bidang studi yang saya tekuni.
Saya juga mengucapkan terima kasih kepada semua pihak yang telah membagi sebagian pengetahuannya
sehingga saya dapat menyelesaikan makalah ini.
Saya menyadari, makalah yang saya tulis ini masih jauh dari kata sempurna. Oleh karena itu, kritik dan saran
yang membangun akan saya nantikan demi kesempurnaan makalah ini.
Kediri, 16 Maret 2021
Arum Suryaningsih K
NIM 20060484062

3. ii
Daftar Isi
Kata Pengantar ........................................................................................................ i
Daftar Isi ................................................................................................................. ii
BAB 1 ..................................................................................................................... 1
Jurnal ....................................................................................................................... 1
BAB 2 ..................................................................................................................... 9
Review Jurnal ......................................................................................................... 9
BAB 3 .....................................................................................................................11
Kesimpulan dan Saran` ............................................................................................11
Link Slide Share .....................................................................................................11
Daftar Pustaka .........................................................................................................12

4. 1
BAB 1
JURNAL
Procedia - Social and Behavioral Sciences 186 ( 2015 ) 932 – 938
5th World Conference on Learning, Teaching and Educational Leadership, WCLTA 2014
Teaching Sport Philosophy Online: a Case Study in Italy
Emanuele Isidoria, Javier López Fríasa, Rafael Ramos Echazarretaa*
aUniversity of Rome "Foro Italico", Laboratory of General Pedagogy, Piazza L. De Bosis,15, Rome, 00135,
Italy
Abstract
Teachers and educators have raised many concerns about teaching philosophy online. They worry that
the non-physical human interaction required in the on-line, computer-based, way of communication
could alter the dialogic, interpersonal, and relational nature of philosophy. Starting from this, we
analyze a particular case in which open sources were used for teaching sport philosophy to a group of
Italian sport sciences university students. Our aim is to show that teaching philosophy online is as
effective as face-to-face teaching. Moreover, the teaching and learning of philosophy online
encourages reflection, critical thinking, and the development of learning communities by fulfilling
students’ educational needs and giving them the opportunity to organize their learning time and adapt
it to their needs. This is a particularly relevant issue in an emerging contemporary philosophical field
such as the philosophy applied to sport. Modern day sport lacks critical and philosophical reflection.
Thus, the diffusion of a discipline such as the philosophy of sport through new technologies of
teaching and communication not only encourages and fosters the critical analysis of sport as a social
practice, but also benefits those students who would not have access to face-to-face education.
© 2015 The Authors. Published by Elsevier Ltd.
© 2015 The Authors. Published by Elsevier Ltd. This is an open access article under
the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of Academic World Education and Research Center.
Peer-review under responsibility of Academic World Education and Research Center
Keywords: Teaching; Philosophy; Sport; E-Learning; Open Content
1. Introduction
Recent technological advances in communication have shaped our world in radical ways. The most
remarkable of these radical changes is arguably the invention and development of the World Wide
Web. By increasing the amount of information available as well as the access to it, computer-mediated
communication alters the approaches of certain key institutions and their practices such as education,
sports, politics, and economics. This modification is crucial in pedagogy, where the use of computers
for teaching purposes raises many challenges (Beetham & Sharpe, 2007). Among them, the most
important question is whether traditional universities, and their methodologies of

5. 2
* Rafael Ramos Echazarreta. Tel.: +39-06-3673-3379; fax:+39-06-36733-359.
E-mail address: labopedagogia@gmail.com
1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article
under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of Academic World Education and Research Center
doi: 10.1016/j.sbspro.2015.04.025
Emanuele Isidori et al. / Procedia - Social and Behavioral Sciences 186 ( 2015 ) 932 – 938 933
teaching, can meet the new demands and features of our societies of communication. The use of
computers as a popular means of complementing face-to-face education is becoming popular, for
example, in order to create virtual spaces where teachers can be in an immediate and direct contact
with students by uploading documents, hyperlinks, online material and the like (Moreno & Bailly-
Baillière, 2002; Stacey & Wiesenberg, 2007) . However, the next challenge for pedagogy raised by
computer-mediated communication is its use as a sole means of education (Salmon, 2011; Cabero, &
Román, 2006; Goodyear, 2001).
As we are accustomed to face-to-face teaching, we find it difficult to imagine a new pedagogical
paradigm. Skepticism is arguably the most extended position regarding novel proposals like online
teaching. These are some arguments provided against online teaching (Haber & Mills, 2008;
McLaughlin, 2003): a) faceless teaching is not as effective as the traditional one; b) the materials for
online teaching cost more; c) the will to introduce online learning responds more to other
considerations and less to educative purposes; d) there is no way to intervene in people’s formation as
both students and human beings. However, we will argue for online communication as a means to
achieve the main objectives of teaching philosophy of sport.
By drawing on Garth Kemerling (1980; 1998), we identify three main goals in the teaching of sport
philosophy: a) to acquaint students with the philosophy of sport literature through a guided reading of
its classical texts; b) to develop effective skills in reasoning; and c) to develop a personal positions in
an argumentative way. The acquisition of these three goals is important for students, especially, for
those in technical schools, universities, faculties, and departments where this subject is not common.
The teaching of philosophy in departments and faculties with different curricula from those of the
humanities and social sciences is particularly important. Philosophy provides students in these areas
with critical-reflexive attitudes that allow them to develop a deeper and less superficial way of
thinking towards the problems of everyday life as well as of the problems to be solved in their
specialization areas. This is the reason why teaching philosophy is strongly recommended by
organizations such as UNESCO. Several international documents published by this organisation aim at
promoting educational policies focused on developing critical-reflexive skills (Goucha, 2007).
UNESCO has also repeatedly underlined the importance of using open source and open content tools
for distance teaching, e-learning, and the so-called m
learning, which refers to technologies that use mobile devices as multiple learning contexts for
teaching (Kraut, 2013).
UNESCO’s promotion of personal devices, such as mobile phones, smart-phones, tablets,
notebooks, MP3 players for listening to podcasts, notebooks, devices for reading e-books, and the like,
does not respond to commercial interests, but rather to the fact that these devices are low-cost tools for
sharing knowledge contents. So they are a widespread means to develop interpersonal communication
and create learning communities based on people’s shared interests and focused on the development of
a lifelong, situated, personalized, and continuous
learning (Meskill, 2013).

6. 3
2. Case Study
Although philosophy is not included in sport sciences students’ curricula, teaching them this human
science is crucial. The discipline called “sports philosophy”, a recent science in the field of sport
science, plays a discrete role in departments of sport and movement sciences (Hyland, 1990; Reid,
2013). This means, firstly, that this discipline is still unknown in most universities and schools which
train and educate sport professionals (physical education teachers, sport educators, athletes, sport
managers, coaches), and, secondly, that the contribution of this discipline to the development of sport
sciences is still occasional. For instance, sport sciences curricula of Italian faculties and departments
tend to focus mainly on the development of technical, physical, and motor skills. Therefore, Italian
sport sciences focus on disciplines aimed at studying and developing bio-physiological, biomechanical,
and physical skills. The empirical character of these disciplines generates a positivist paradigm in the
study of sport. Even when courses in humanities exist, human disciplines like pedagogy, psychology or
sociology focus on their aspects as experimental and descriptive sciences. This is also the case of the
curricula taught in the departments of sport sciences in Italy.
The pre-eminence of the positivist paradigm downplays Italian sport sciences students’ capacity to
develop a critical and personal view of sport both as a human phenomenon and as a social system.
Comprehensive and holistic understandings of sport would be impossible, since sport students spend
most of their time either studying the positivistic subjects of their curricula or practising sports.
Therefore, humanities studies have to be included in the curricula since the University is the only place
where they can develop the critical skills to produce such
934 Emanuele Isidori et al. / Procedia - Social and Behavioral Sciences 186 ( 2015 ) 932 – 938
comprehensive understandings of sport. With this aim in mind, our group of sport pedagogues from the
University of Rome “Foro Italico” (URFI), an institution entirely devoted to the study of sport and
human movement, decided to offer to their bachelor’s degree students in sport sciences a 4 credits
(CFU) course on sport philosophy. This course was entirely online, except for some face-to-face
sessions (meetings or lectures by invited lecturers) whose
aim was to help students with little experience in distance and e-learning.
Although the URFI had a Moodle platform for teaching online, we decided to use another free e-
learning platform, namely, Chamilo Campus. Although this is a free platform with limited potential
regarding space and repository, we chose it for two reasons: firstly, because of the dialogic and
interactive nature of the course; and, secondly, in line with many contemporary theories of learning
online, to stress the importance of social networks for human learning from a constructivist,
communitarian, and situated perspective (Royo, 2010; Ko & Rossen, 2004). According to this, we
decided to structure the online course using the following free teaching tools:
a) The Chamilo Campus platform was used to host the main contents of the course (lessons and
materials), as well as a tool for monitoring students’ activities, and as a platform to send the most
important messages related to the course.
b) The Wordpress blog was a platform to share information. Its main goal was to show a general
presentation of the course and some announcements with a general explanation of both the teaching
method and how attendance was recorded. The blog also contained a short description of the syllabus
and some links related to videos about philosophy and its main issues.
c) We used a Facebook group to make a real-time group chat more attractive and easy to use than
Chamilo Campus platform’s chat and forum.
d) Youtube and Vimeo channels were used as ways to record the lessons by the instructors of the
course and by other invited speakers in seminars and conferences held in the framework of the course.
e) A radio channel and Spreaker platform (which allowed broadcasting, recording and downloading up
to 10 hours of recording) were used to record or broadcast the teachers’ lessons in podcasts.
f) A platform for making ebooks was used to create and manage ebooks in ePub, PDF and
SCORM formats. g) Dropbox was used as a folder for sharing course materials and documents.
h) Skype was used as a way of videoconferencing as well as a video chat for interviews and final
examinations. i) Twitter was used for sending announcements or messages about events, seminars
or events.

7. 4
After having chosen the teaching tools, we wrote a specific syllabus. This syllabus was inspired by
Isidori and Reid’s (2011) handbook entitled Filosofia dello sport, and conceived of as an introduction
to the study of sport philosophy and its main topics. This way, we provided the students with the
possibility of getting acquainted with the philosophy of sport literature and its basic texts. Moreover,
we also aimed at developing and enhancing critical and reflective thinking in sport sciences students
by focusing on the following topics: a) general issues of philosophy as a science and as a human
activity; b) ethics; c) the relationship between values and sport; the research methodology and the
reflective methods to promote values through sport movies; d) and the relationship between
globalization, sport, and Olympism. This last topic was included due to the importance of, especially,
de Coubertin’s thought, as well as to his contribution to the development of the philosophy of
Olympism and today’s sport culture. As we regarded these last topic as the most relevant one of our
course, we entitled it as “Philosophy of sport and Olympic education.”
The main issues of the course, taught both in Italian and English, covered the following topics
(summed up in ten lessons): introduction to philosophy; the origins of sport philosophy; sport and its
philosophical issues; sport and values: a philosophical perspective; research methodologies in sport
philosophy; sport ethics in practice; philosophy and sport movies: an introduction; philosophical
analysis of a sport movie; introduction to the philosophy of Olympism; main agencies promoting
Olympic education.
At the beginning, during the academic year 2011/2012, we agreed on offering this online course on
sport philosophy to 40 students. However, in the first two weeks the number of applications for
enrolment was so high that we decided to increase the number of accepted up to 70 students. Between
the academic years 2011/2012, 2012/2013 and 2013/2014, 223 sport sciences students enrolled in the
course of sports philosophy. Among these students, only 34, that is a percentage of 15.2%, had studied
philosophy during their high school education. During the three academic years mentioned above,
94% of the students took the final exam within the first two terms of the academic year (there are
officially three terms per academic year in the URFI).
Emanuele Isidori et al. / Procedia - Social and Behavioral Sciences 186 ( 2015 ) 932 – 938 935
The final exams showed a very low number of failures: only 16 students, that is 7.2%, with an
average of 5.3 per year, did not succeed in passing the exam within the first two sessions allowed. All
of the students, except three (who dropped-out in their first three years of studies in sport sciences),
completed the course in sport philosophy, and were considered qualified to pass the final exam,
marked on a pass or fail basis.
3. Method
We had decided from the beginning of the course to use it also as a research environment to get
some important feedback aimed at improving the course itself and its methodology in the future. For
this reason, we used a research methodology based on a simplified model of the case study, and
focused on the evaluation of teaching activities related to the online course. This evaluation was carried
out through methods of collecting qualitative and quantitative data, such as interviews, open and
closed-ended questionnaires, and focus groups. For the evaluation of the results of these data, the point
of view of both students and instructors was considered and compared between each other. The data
were obtained:
1) Through a specific questionnaire administered to the students who attended the online course. 2)
Through a self-assessment carried out by the three teachers who had taught in the course (that is, two
instructors and a tutor).
3) Through a focus group composed by the main instructor/teacher responsible for the course, by an
external observer, and by four students volunteers in each academic year (4x3=12).
The questionnaire for students was based on a Likert scale which ranged from 1 to 5 (1 =
Unacceptable, 2 = Needs Improvement 3 = Average, 4 = Good, 5 = Excellent). The questionnaire
included also 4 open categorical questions (items 6, 7, 9, 10, 11, 12), and it was composed of two main
parts:

8. 5
a) a first one concerning the content, mode of delivery of the course, and the quality of teaching
and mentoring; b) a second one concerning the liking and satisfaction with the teaching tools used
in the online course.
These are some of the questions regarding the content and quality of the online course:
1) the clarity of online materials was
2) the usefulness of online materials was
3) the usefulness of online discussions was
4) the critical competencies aimed at understanding contemporary sport and provided by the
course were 5) compared to other courses at URFI, your involvement (doing assignments,
interacting
with students and the instructor) in this course was
6) please describe the course activities that most enhanced your learning in this course
7) please describe the course activities that were least helpful to your learning in
this course 8) overall, I would rate this course as
9) please provide any additional suggestions, comments, or ideas for improving
this course 10) considering your reason for enrolling in this course, did it satisfy
your needs? (yes, no) 11) would you recommend online courses to other students?
(yes, no)
12) please, provide any other suggestions, comments, or ideas for improving the online
experience Among the questions relating to teachers and tutors, we included these:
13) The instructors’ and tutor’s preparation, quality, and helpfulness of their feedbacks for
this class were 14) Timely response by the instructor for assignments was
15) The instructor as a discussion moderator was
Questions regarding the teaching tools were summed up in a question that asked students which one
of the following tools (that is: Chamilo Campus, Wordpress blog, Facebook, Youtube and Vimeo
channel, radio channel, platform for creating and managing e-books, Dropbox, Skype, Twitter) had to
be considered as the most useful one
936 Emanuele Isidori et al. / Procedia - Social and Behavioral Sciences 186 ( 2015 ) 932 – 938
in the course, and why.
The self-assessment by teachers was based on a written answer to the following open question: “Are
you generally satisfied, as a teacher, with the course you have taught online, and with the results
achieved by your students? Write “yes” or “not”, and explain the reasons for your answer.”
The focus group, lasting two hours, consisted of a restricted discussion group to reflect on the main
feedbacks from the questionnaire administered to the students, and from the report written by the
instructors of the course. This discussion was assisted and mediated by an external observer/researcher
who acted as a moderator for the dialogue/discussion taking notes of the dialogic interactions of the
participants. The discussion was intended to ascertain the veracity of the students’ opinions and
answers, taking them as guidelines for discussion and critical reflection.
4. Results
The self-evaluation by teachers and tutors of the course was fully positive; they affirmed to feel fully
satisfied with the results achieved by their students and gratified by the experience of teaching sports
philosophy online. The same thing can be said about the focus groups built during the three academic
years, which actually confirmed the results from both teachers’ self-assessments and satisfaction, and
data emerging from the questionnaires administered to the students. Students’ questionnaires data must
be considered as the most interesting because they have provided a valuable feedback for the further
development of the course. Out of 223 students who attended the sport philosophy online course, 212
answered the questionnaire. Response rates, mainly in percentage, were as follows:

9. 6
Table 1. Students’ answers.
Question no.
Answers of
fully
satisfaction
%
(Excellent=5)
Question no.
Answers of
fully
satisfaction
%
(Excellent=5)
Question no.
Answers of
fully
satisfaction
%
(Excellent=5)
1 92.7 4 88.3 13 85.8 2 93.6 5 84.7 14 77.5 3 92.0 8 87.8 15 82.5
Table 2. Answers about categorical questions.

10. 6
Question no.
Results and percentages
Question no. Results and percentage
6 forums, chats=68.0 10 yes=81.3
7 Facebook chats=77.3 11 yes=93.0
9 more online tutorship=23.7 12 to solve technical
problems=33.4
The percentages of satisfaction and usefulness of the teaching and learning tools were as showed in
the following table:
Table 3. Percentages of usefulness and satisfaction about TL tools.
Tools/group 1 % Tools /group 2 % Tools/group 3 %
Chamilo Campus 62.1 Youtube and Vimeo channel 87.4 Facebook 93.3
Wordpress blog 63.7 Radio channel 86.0 Skype 73.1
Dropbox 77.1 Platform for e-books 62.7 Twitter 62.3
5. Discussion
The data collected from questionnaires, discussions and interviews have actually proved the full
achievement of learning and educational goals aimed by the online course. In the focus groups, some
critical issues and very small
Emanuele Isidori et al. / Procedia - Social and Behavioral Sciences 186 ( 2015 ) 932 – 938 937
problems emerged. These problems referred to some technical difficulties regarding both the use of the
online platform (considered by some students as much complicated), and the need for more intensive
technical mentoring. For instance, not all students have the same technical skills and ability to use an
online platform.
Specific consideration should be given to the percentages related to the liking and usefulness of the
teaching tools. The tools students most appreciated and liked were, as shown in the table above, the
Facebook discussion group, Vimeo and the Youtube channel, the radio channel and the podcasts. The
reasons why they preferred these tools was that they were easy to use (to watch and to listen to).
Students liked Facebook because it allowed them to be involved in continuous dialogue and in an
ongoing communication with teachers and classmates. Students also
affirmed that they liked these tools because they were easily available on both tablets and mobile
phones. The students gave an overall very positive evaluation to the content of the course by stating
that the study of philosophy, even in its online mode, made them aware of the hidden ethical and
educational problems concerning physical activity and sport. From the focus groups, we found that the
course developed a critical attitude towards contemporary sport in the students, and provided them
with philosophical alternative views, such as, the so-called theory of weak sport (Isidori, Maulini, &
López Frías, 2013).
6. Conclusion and recommendations
Our case study represents, in all aspects, an example of an on-line teaching practice that should
encourage other Italian and European universities to develop and enhance these kind of courses on
sports philosophy. Sport is a powerful tool to promote philosophical reflection about contemporary
issues such as new technologies and globalization. For this reason, on-line teaching and learning sports
philosophy not only enhances the potential of this discipline as a critical and reflective science, but it
also makes it available to a wider audience that otherwise would not know about it. For instance, to
athletes who have completed their sporting careers and need to be retrained in the context of a dual

11. 7
career and lifelong learning.
The new tools provided by Web 2.0 allow people to share knowledge and open contents, and to
develop abilities and skills to create learning communities that foster interpersonal communication.
This fits perfectly with the dialogic function and essence of philosophy as a science and as a human
activity (King, 2012). Through these resources, also young students who are not from departments and
faculties of humanities or philosophy can develop philosophical skills. This is especially necessary, as
shown in this study, for sport sciences students unaccustomed to the development of critical thinking
because the sporting professions, as they are conceived of in contemporary society, continue to be seen
merely in terms of acquisition of technical skills. Therefore, teaching philosophy of sport on-line can
be a means for sport sciences students to develop critical skills that are useful for their future work.
Our study provides a simple and effective model of education and teaching. We only need a limited
amount of materials to achieve the aim of a course in philosophy. This way, we avoid the risk of
dispersion and disorientation, which some scholars regards as one of the difficulties related to on-line
teaching methods (Ruffaldi, 2000).
The data from our study have shown that the easy accessibility from mobile phones and tablets
explains the success of online teaching tools. This raises the question of the necessity to rethink the
teaching of philosophy online in accordance with the new forms of mobile and by tablets learning,
transforming the social network in online learning environments (Wiesenberg & Stacey, 2013). In line
with this idea, our study also shows the necessity to adapt the courses in philosophy of sport taught
now. This is the challenge that the philosophy of sport, rethought in terms of specialized e-philosophy,
together with its community of researchers, teachers and students, has to address today in order to
understand sport and its meanings, and to make it a real human practice.
Authors’ contributions.This study is the result of a collaboration between the three authors. The
authors’ contribution can be summed up as follows: Emanuele Isidori: conception and design of the
study, manuscript writing. Francisco Javier López Frías: acquisition of data, manuscript revision.
Ramos Echazarreta: analysis and interpretation of data; obtaining funding.
References
Beetham, H., & Sharpe, R. (2007). Rethinking pedagogy for a digital age: Designing for 21st century
learning. London: Routledge. Cabero, J., & Román, P. (2006). E-actividades. Un referente básico para
la formación en internet. Sevilla: Editorial MAD. Goodyear, P. (2001). Competences for online
teaching: A special report. Educational Technology Research and Development, 49(1), 65-72. Goucha,
M. (2007). Philosophy a School of Freedom: Teaching Philosophy and Learning to Philosophize:
Status and Prospects. Paris: UNESCO Publications.
Haber, J., & Mills, M. (2008). Perceptions of Barriers Concerning Effective Online Teaching and Policies:
Florida Community College Faculty.
938 Emanuele Isidori et al. / Procedia - Social and Behavioral Sciences 186 ( 2015 ) 932 – 938
Community College Journal of Research and Practice, 32 (4), 266-283.
Hyland, D.A. (1990). Philosophy of sport. St. Paul, MN: Paragon.
Isidori E., & Reid, H.L. (2011). Filosofia dello sport. Milano: B. Mondadori.
Isidori, E., Maulini, C., & Javier López Frías, F. (2013). Sport and Ethics of Weak Thought: A New
Manifesto for Sport Education. Physical Culture and Sport. Studies and Research, 60 (1), 22-29.
Kemerling G. (1998). Teaching Philosophy on the Internet. XXth World Congress of Philosophy,
Boston, USA. Available at: https://www.bu.edu/wcp/Papers/Teac/TeacKeme.htm
Kemerling, G. (1980). Philosophy and Footlights. Teaching Philosophy, 3(3), 315-323.
King, P.C. (2012). Technology and Teaching Philosophy. Journal of Educational
Technology Systems, 40(2), 161-168. Ko, S., & Rossen, S. (2004). Teaching online: a
practical guide. Boston, MA: Houghton Mifflin.
Kraut, R. (2013).UNESCO Policy Guidelines for Mobile Learning. Paris: UNESCO Publications.
McLaughlin, T. H. (2003). Teaching as a practice and a community of practice: The limits of
commonality and the demands of diversity. Journal of Philosophy of Education, 37(2), 339-352.
Meskill, C. (2013). Online teaching and learning: sociocultural perspectives. London: Bloomsbury

12. 8
Publishing.
Moreno, F., & Bailly-Baillière, M. (2002). Diseño instructivo de la formación online. Barcelona: Ariel.
Reid, H. L. (2012). Introduction to the Philosophy of Sport. Lanham, MD: Rowman & Littlefield
Publishers.
Royo, S. (2010). Aplicación de las tecnologías de la información y la comunicación en la enseñanza de
la filosofía. In L. M. Cifuentes & J. M. Gutiérrez (Eds.), Filosofía, investigación, innovación y
buenas prácticas (pp. 55-68). Barcelona: Graò.
Ruffaldi, E. (2000). Insegnare filosofia. Firenze: La Nuova Italia.
Salmon, G. (2011). E-moderating: The key to teaching and learning online. New York: Routledge.
Stacey, E., & Wiesenberg, F. (2007). A Study of Face-to-Face and Online Teaching Philosophies in
Canada and Australia. Journal of Distance Education, 22(1), 19-40.
Wiesenberg, F.P., & Stacey, E. (2013). Teaching philosophy: Moving from face-to-face to online
classrooms. Canadian Journal of University continuing education, 34(1), 63-79.

13. 9
BAB 2
Review Jurnal
Judul: Teaching Sport Philosophy Online: a Case Study in Italy
Penulis: Emanuele Isidori, Javier López Frías, Rafael Ramos Echazarreta
Nama Jurnal Procedia - Social and Behavioral Sciences
Volume,Issue: Procedia - Social and Behavioral Sciences 186 (2015) 932 - 938
Tahun, Halaman: 186 (2015) 932 - 938 © 2015
Tujuan Penelitian: Tujuannya adalah untuk menunjukkan bahwa filosofi pengajaran online sama
efektifnya dengan pengajaran tatap muka. Selain itu, pengajaran dan
pembelajaran filsafat online mendorong refleksi, pemikiran kritis, dan
pengembangan komunitas belajar dengan memenuhi kebutuhan pendidikan
siswa dan memberi mereka kesempatan untuk mengatur waktu belajar mereka
dan menyesuaikannya dengan kebutuhan mereka.
Mereka khawatir bahwa interaksi manusia non-fisik yang diperlukan dalam cara komunikasi on-line berbasis
komputer dapat mengubah sifat dialogis, interpersonal, dan relasional dari filsafat
kami menganalisis kasus tertentu di mana sumber terbuka digunakan untuk mengajarkan filosofi olahraga
kepada sekelompok mahasiswa universitas ilmu olahraga Italia
Pengajaran dan pembelajaran filsafat online mendorong refleksi, pemikiran kritis, dan pengembangan
komunitas belajar dengan memenuhi kebutuhan pendidikan siswa dan memberi mereka kesempatan untuk
mengatur waktu belajar mereka dan menyesuaikannya dengan kebutuhan mereka
Ini adalah masalah yang sangat relevan dalam bidang filosofis kontemporer yang muncul seperti filosofi yang
diterapkan pada olahraga
Dengan meningkatkan jumlah informasi yang tersedia serta akses ke sana, komunikasi melalui komputer
mengubah pendekatan lembaga-lembaga utama tertentu dan praktik mereka seperti pendidikan, olahraga,
politik, dan ekonomi
Ini adalah beberapa argumen yang diberikan untuk menentang pengajaran online (Haber & Mills, 2008;
McLaughlin, 2003): a) pengajaran tanpa wajah tidak seefektif pengajaran tradisional; b) bahan ajar online
lebih mahal; c) keinginan untuk memperkenalkan pembelajaran online lebih menanggapi pertimbangan lain
dan lebih sedikit untuk tujuan edukatif; d) tidak ada cara untuk mengintervensi pembentukan orang-orang baik
sebagai pelajar maupun sebagai manusia
Namun, kami akan memperdebatkan komunikasi online sebagai sarana untuk mencapai tujuan utama
pengajaran filosofi olahraga
Dengan mengacu pada Garth Kemerling (1980; 1998), kami mengidentifikasi tiga tujuan utama dalam
pengajaran filsafat olahraga: a) memperkenalkan siswa dengan filsafat sastra olahraga melalui pembacaan teks
klasiknya yang dipandu; b) untuk mengembangkan keterampilan yang efektif dalam penalaran; dan c) untuk
mengembangkan posisi pribadi dengan cara argumentatif

14. 10
Perolehan ketiga tujuan ini penting bagi siswa, terutama bagi mereka yang berada di sekolah teknik,
universitas, fakultas, dan departemen di mana mata pelajaran ini tidak umum
Pengajaran filsafat di jurusan dan fakultas dengan kurikulum yang berbeda dari humaniora dan ilmu sosial
sangat penting
Filsafat membekali siswa di bidang ini dengan sikap refleksif kritis yang memungkinkan mereka
mengembangkan cara berpikir yang lebih dalam dan tidak dangkal terhadap masalah kehidupan sehari-hari
serta masalah yang harus dipecahkan di bidang spesialisasi mereka
UNESCO juga telah berulang kali menggarisbawahi pentingnya menggunakan perangkat open source dan
konten terbuka untuk pengajaran jarak jauh, e-learning, dan apa yang disebut m learning, yang mengacu pada
teknologi yang menggunakan perangkat seluler sebagai konteks pembelajaran ganda untuk pengajaran (Kraut,
2013)
Disiplin yang disebut "filosofi olahraga", ilmu terbaru di bidang ilmu olahraga, memainkan peran diskrit di
departemen ilmu olahraga dan gerakan (Hyland, 1990; Reid, 2013)
Artinya, pertama, disiplin ini masih belum dikenal di sebagian besar universitas dan sekolah yang melatih dan
mendidik para profesional olahraga (guru pendidikan jasmani, pendidik olahraga, atlet, manajer olahraga,
pelatih), dan, kedua, kontribusi disiplin ini terhadap perkembangan ilmu keolahragaan masih sesekali
Misalnya, kurikulum ilmu olahraga di fakultas dan departemen di Italia cenderung berfokus terutama pada
pengembangan keterampilan teknis, fisik, dan motorik
Oleh karena itu, ilmu olahraga Italia berfokus pada disiplin ilmu yang bertujuan mempelajari dan
mengembangkan keterampilan bio-fisiologis, biomekanik, dan fisik
Karakter empiris dari disiplin ilmu ini menghasilkan paradigma positivis dalam studi olahraga.Bahkan ketika
kursus dalam humaniora ada, disiplin ilmu manusia seperti pedagogi, psikologi atau sosiologi fokus pada
aspek mereka sebagai ilmu eksperimental dan deskriptif
Keunggulan paradigma positivis meremehkan kapasitas siswa ilmu olahraga Italia untuk mengembangkan
pandangan kritis dan pribadi tentang olahraga baik sebagai fenomena manusia maupun sebagai sistem sosial
Pemahaman yang komprehensif dan holistik tentang olahraga tidak mungkin dilakukan, karena siswa olahraga
menghabiskan sebagian besar waktunya untuk mempelajari mata pelajaran positivistik dari kurikulum mereka
atau berlatih olahraga
Dengan tujuan ini dalam pikiran, kelompok pedagog olahraga kami dari Universitas Roma "Foro Italico"
(URFI), sebuah institusi yang sepenuhnya mengabdikan diri untuk studi olahraga dan gerakan manusia,
memutuskan untuk menawarkan kepada mahasiswa gelar sarjana mereka dalam ilmu olahraga a 4 kredit
(CFU) kursus filosofi olahraga
Kursus ini sepenuhnya online, kecuali untuk beberapa sesi tatap muka (pertemuan atau ceramah oleh dosen
yang diundang) yang bertujuan untuk membantu siswa dengan sedikit pengalaman dalam jarak dan e-learning.
Meskipun ini adalah platform gratis dengan potensi terbatas terkait ruang dan repositori, kami memilihnya
karena dua alasan: pertama, karena kursus bersifat dialogis dan interaktif; dan, kedua, sejalan dengan banyak
teori kontemporer

15. 11
BAB 3
Kesimpulan dan Saran
3.1 Kesimpulan
Pada jurnal diatas membahas serta mendeskripsikan Olahraga adalah alat yang ampuh untuk
mempromosikan refleksi filosofis tentang isu-isu kontemporer seperti teknologi baru dan globalisasi.
pengajaran dan pembelajaran filosofi olahraga online tidak hanya meningkatkan potensi disiplin ini
sebagai ilmu kritis dan reflektif, tetapi juga membuatnya tersedia untuk khalayak yang lebih luas yang
sebaliknya tidak akan mengetahuinya. Hal ini terutama diperlukan, seperti yang ditunjukkan dalam
penelitian ini, untuk mahasiswa ilmu olahraga yang tidak terbiasa dengan perkembangan pemikiran
kritis karena profesi olahraga, sebagaimana yang mereka pahami dalam masyarakat kontemporer, terus
dilihat hanya dalam hal perolehan keterampilan teknis. Oleh karena itu, pengajaran filsafat olahraga
secara online dapat menjadi sarana bagi mahasiswa ilmu keolahragaan untuk mengembangkan
keterampilan kritis yang berguna untuk pekerjaannya di masa depan. Studi kami memberikan model
pendidikan dan pengajaran yang sederhana dan efektif. Sejalan dengan gagasan ini, penelitian kami
juga menunjukkan perlunya menyesuaikan mata kuliah dalam filsafat olahraga yang diajarkan
sekarang. Ini adalah tantangan yang harus diatasi oleh filosofi olahraga, yang dipikirkan kembali dalam
istilah e-filosofi khusus, bersama dengan komunitas peneliti, guru, dan siswanya, yang harus diatasi
hari ini untuk memahami olahraga dan maknanya, dan menjadikannya manusia yang nyata.
3.2 Saran
Sebagai penulis saya menyadari bahwa masih banyak kekurangan di dalam penulisan makalah
ini. Dan bagi para pembaca diharapkan untuk menambah pengetahuan dan wawasannya dengan
membaca makalah dari berbagai sumber selain makalah ini.
Link Slide Share :

16. 12
Daftar Pustaka
Isidori, E., Frias, J. L., & Echazarreta, R. R. (2015). Teaching Sport Philosophy Online: a Case Study
in Italy.Social and Behaviora Sciences, 932-938.