This document summarizes a journal article about teaching sport philosophy online to Italian university students. It discusses how online teaching can effectively achieve the goals of teaching philosophy, which include acquainting students with literature, developing reasoning skills, and forming personal positions. While some are skeptical of online teaching, the case study showed it encouraged reflection, critical thinking, and learning communities by meeting students' needs and allowing flexibility. Teaching philosophy online can benefit students who otherwise may not have access and can foster critical analysis of sport.
This document summarizes a case study on teaching sport philosophy online to Italian university students. It argues that online teaching can be as effective as face-to-face, and may even encourage reflection, critical thinking, and community through flexible scheduling. The case study analyzed how open online resources were used to teach sport philosophy, a subject not normally included in sport science curricula. The results suggest online learning is suitable for introducing philosophical reflection and debate into sport-related fields.
This document summarizes a case study of teaching sport philosophy online to Italian university students. The course was taught entirely online except for some face-to-face sessions using open source tools like Moodle, Wordpress, Facebook, YouTube, podcasts, Dropbox and Skype. Over three years, 223 students enrolled in the online course and 94% passed the final exam, showing the online format can effectively teach philosophy. Student and instructor feedback was collected to evaluate the online teaching methodology.
Rindang muhammad husain 2020 b_review jurnal 3rindanghusain
This document summarizes a journal article about teaching sport philosophy online to university students in Italy. The key points are:
1) 223 sport science students enrolled in an online course on sport philosophy over 3 years, with 94% passing the final exam. Only 7.2% failed and 3 students dropped out.
2) The course used open source tools like Moodle, Wordpress, Facebook, YouTube, and Skype to host content and facilitate interaction. It covered topics like ethics, values in sport, and the philosophy of Olympism.
3) Student feedback was collected through interviews, questionnaires, and focus groups to evaluate the online teaching methodology and identify areas for improvement. The results showed teaching philosophy online can
Review Jurnal Teaching Sport Philosophy online: A Case Study in ItalyArdhinw
This document summarizes a journal article about teaching sport philosophy online in Italy. It describes a case study where an online course in sport philosophy was offered to Italian university students studying sport sciences. The course was designed to introduce students to the literature and key topics of sport philosophy using various free online tools and platforms. Over three years, 223 students enrolled in the course and 94% passed the final exam within the first two terms, with only a 7.2% failure rate. Student and instructor feedback was positive overall regarding the quality and effectiveness of teaching philosophy online. The study concluded that teaching philosophy online can be as effective as traditional face-to-face methods and encourages reflection, critical thinking, and community among students.
This document summarizes a case study on teaching sport philosophy online to Italian university students. The course was offered fully online over three years to 223 sport science students using various free platforms and tools. Student feedback was positive, with 94% passing exams on time and only 7.2% failing. An evaluation found students found the online materials clear and useful and developed critical thinking skills. The study aims to show online philosophy teaching can be effective and benefit students who otherwise may not have access.
Review Jurnal Teaching Sport Philosophy Online: A Case Study in ItalyDefiRachmawati
This document summarizes a case study of teaching sport philosophy online to Italian university students. Over three years, 223 sport science students enrolled in the online course, which was conducted entirely online except for some face-to-face sessions. Evaluation of the course through student questionnaires, instructor self-assessment, and focus groups found that 94% of students passed the final exam and only 7.2% failed, indicating the online course was as effective as traditional face-to-face teaching in helping students learn and develop critical thinking skills in sport philosophy.
This document summarizes a study that examined how weblogs were used to create communities of learning among students in a higher education course. The study found that the 76 students formed into groups of 6-7 students and each group created a weblog. By contributing to and interacting on each other's weblogs, the students were able to share knowledge, provide peer support and encouragement, and work towards common learning goals as a community. The weblogs allowed the students to learn from each other in a way that transcended boundaries and helped develop their identities as members of the learning community. The study concluded that communities of learning can result in significant student learning when supported by technologies like weblogs.
iSchools and It’s Need for Promoting Information-Technology-Social Interacti...Scientific Review SR
This document provides an overview of iSchools and their role in promoting information technology and social interaction in an educational context, specifically in India. It discusses:
- The origins and objectives of iSchools/Information Schools, which began in the US in 1988 and aim to study relationships between information, people, and technology.
- Popular degree programs at iSchools like MS/MSc in Information Science and Information Management.
- India's large higher education system but lack of unified iSchools, with potential to combine related departments like Information Science, Library Science, and IT under single umbrellas.
- The need to introduce iSchool concepts in India to better integrate academic research and development across
This document summarizes a case study on teaching sport philosophy online to Italian university students. It argues that online teaching can be as effective as face-to-face, and may even encourage reflection, critical thinking, and community through flexible scheduling. The case study analyzed how open online resources were used to teach sport philosophy, a subject not normally included in sport science curricula. The results suggest online learning is suitable for introducing philosophical reflection and debate into sport-related fields.
This document summarizes a case study of teaching sport philosophy online to Italian university students. The course was taught entirely online except for some face-to-face sessions using open source tools like Moodle, Wordpress, Facebook, YouTube, podcasts, Dropbox and Skype. Over three years, 223 students enrolled in the online course and 94% passed the final exam, showing the online format can effectively teach philosophy. Student and instructor feedback was collected to evaluate the online teaching methodology.
Rindang muhammad husain 2020 b_review jurnal 3rindanghusain
This document summarizes a journal article about teaching sport philosophy online to university students in Italy. The key points are:
1) 223 sport science students enrolled in an online course on sport philosophy over 3 years, with 94% passing the final exam. Only 7.2% failed and 3 students dropped out.
2) The course used open source tools like Moodle, Wordpress, Facebook, YouTube, and Skype to host content and facilitate interaction. It covered topics like ethics, values in sport, and the philosophy of Olympism.
3) Student feedback was collected through interviews, questionnaires, and focus groups to evaluate the online teaching methodology and identify areas for improvement. The results showed teaching philosophy online can
Review Jurnal Teaching Sport Philosophy online: A Case Study in ItalyArdhinw
This document summarizes a journal article about teaching sport philosophy online in Italy. It describes a case study where an online course in sport philosophy was offered to Italian university students studying sport sciences. The course was designed to introduce students to the literature and key topics of sport philosophy using various free online tools and platforms. Over three years, 223 students enrolled in the course and 94% passed the final exam within the first two terms, with only a 7.2% failure rate. Student and instructor feedback was positive overall regarding the quality and effectiveness of teaching philosophy online. The study concluded that teaching philosophy online can be as effective as traditional face-to-face methods and encourages reflection, critical thinking, and community among students.
This document summarizes a case study on teaching sport philosophy online to Italian university students. The course was offered fully online over three years to 223 sport science students using various free platforms and tools. Student feedback was positive, with 94% passing exams on time and only 7.2% failing. An evaluation found students found the online materials clear and useful and developed critical thinking skills. The study aims to show online philosophy teaching can be effective and benefit students who otherwise may not have access.
Review Jurnal Teaching Sport Philosophy Online: A Case Study in ItalyDefiRachmawati
This document summarizes a case study of teaching sport philosophy online to Italian university students. Over three years, 223 sport science students enrolled in the online course, which was conducted entirely online except for some face-to-face sessions. Evaluation of the course through student questionnaires, instructor self-assessment, and focus groups found that 94% of students passed the final exam and only 7.2% failed, indicating the online course was as effective as traditional face-to-face teaching in helping students learn and develop critical thinking skills in sport philosophy.
This document summarizes a study that examined how weblogs were used to create communities of learning among students in a higher education course. The study found that the 76 students formed into groups of 6-7 students and each group created a weblog. By contributing to and interacting on each other's weblogs, the students were able to share knowledge, provide peer support and encouragement, and work towards common learning goals as a community. The weblogs allowed the students to learn from each other in a way that transcended boundaries and helped develop their identities as members of the learning community. The study concluded that communities of learning can result in significant student learning when supported by technologies like weblogs.
iSchools and It’s Need for Promoting Information-Technology-Social Interacti...Scientific Review SR
This document provides an overview of iSchools and their role in promoting information technology and social interaction in an educational context, specifically in India. It discusses:
- The origins and objectives of iSchools/Information Schools, which began in the US in 1988 and aim to study relationships between information, people, and technology.
- Popular degree programs at iSchools like MS/MSc in Information Science and Information Management.
- India's large higher education system but lack of unified iSchools, with potential to combine related departments like Information Science, Library Science, and IT under single umbrellas.
- The need to introduce iSchool concepts in India to better integrate academic research and development across
Graduate students' attitude towards e learning a study case at imam universityDr. Ahmed Farag
In the past few years, a new wave of many technologies, particularly the Internet has emerged with the potential to further enhance the teaching and learning environment in higher education. Many studies in the recent years have shown that E-learning use in the classrooms has increased over the past years. However, the process of E-learning and its applications is limited in the Kingdom of Saudi Arabia. Through this empirical study, a limited research was initiated to track the perceptions of the students toward the E-learning. The results indicate an overall positive attitude towards the E-learning
Powering E-Learning In the New Millennium: An Overview of E-Learning and Enab...eraser Juan José Calderón
Powering E-Learning In the New Millennium: An Overview of E-Learning and Enabling Technology. Dongsong Zhang & Jay F. Nunamaker .
Abstract.
In today’s new economy characterized by industrial change, globalization, increased intensive competition, knowledge sharing and transfer, and information technology revolution, traditional classroom education or training does not always satisfy all the needs of the new world of lifelong learning. Learning is shifting from instructor-centered to learner-centered, and is undertaken anywhere, from classrooms to homes and offices. E-Learning, referring to learning via the Internet, provides people with a flexible and personalized way to learn. It offers learning-on-demand opportunities and reduces learning cost. This paper describes the demands for e-Learning and related research, and presents a variety of enabling technologies that can facilitate the design and implementation of e-Learning systems. Armed with the advanced information and communication technologies, e-Learning is having a far-reaching impact on learning in the new millennium.
Online learning from a specialized distance education paradigm to a ubiquitou...James Cook University
Anderson, N., & Hajhashemi, K. (2013). Online Learning: From a specialized distance education paradigm to a ubiquitous element of contemporary education. IEEE, 2(13), 91-94.
Abstract: This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control.
Information Technology is driving transformative pedagogy in both lower and higher education institutions. This paper discusses internet usage patterns among university academics before advancing to explore how to improve these aspects in the context of education. This descriptive survey collected data from a random sample of 440 university academics in Zimbabwe. Academics use the internet for research more than they did for teaching purposes. Statistical analysis of data revealed gender differences in internet access. Age and experience were found to explain differences in usage among university academics. Educational implications of these findings in relation to advancing development of 21st century skills through Information Technology in tomorrow’s leadership and drivers of country’s economic growth were highlighted. The study recommends a transformation of university teaching practice through technology based holistic models that encompass creative and innovative Webogogy and facilitative content delivery for better performance in higher educational institutions. The paper advocates for university management to promote Technology based teaching practice in universities, fund and develop formal training programmes to upgrade internet search and webagogy skills of academics.
CHALLENGES OF DISTANCE, BLENDED, AND ONLINE LEARNING: A LITERATUREBASED APPROACHIJITE
The objectives of the study were to show the basic differences between Distance, Blended and Online
learning, and establish their common challenges from literature. Approximately 35 categories/sets of
research results or findings from more than 65 publications were reviewed and used for this work. Articles
were obtained from sources such as Google Scholar, ResearchGate, Academia.edu, Google Search Engine,
and Elsevier. The key themes used for the search are Distance education, Distance learning, Online
learning, Blended learning, Differences between face-to-face and online learning, and the use of the
internet for learning. The differences between Distance, Blended, and Online Learning (DBOL) modes
were summarized, and 11 challenges of DBOL were realized. These 11 challenges were summarized into
six themes namely, lack of infrastructure, low or no IT skills, self-disciplinary problems, content issues,
policy issues, and social issues. It was strongly advised that, for effective DBOL implementation and
operation, there must be in place a solid DBOL policy, adequate infrastructure, and constant training of
stakeholders on the use of learning management systems and the development of related IT skills in
general.
The majority (71 per cent) of education leaders say technology has helped them to make good decisions. A further 72 per cent, the highest of any sector surveyed, also said that the interaction between professionals and technology will be hugely beneficial for the economy as a whole
Reading habit and changing role of libraries - cla seminarSudesh Sood
This document discusses how reading habits have changed from traditional paper-based reading to online reading due to increased computer and internet usage. It presents the results of a study on the reading habits of 124 BCA college students in India. The study found that students now read online information like emails and news more frequently than offline materials like newspapers and books. It also found that gender, age, education level were related to differences in topics read online. The document concludes that while technology has increased online reading, it has also negatively impacted traditional reading skills. Libraries must adapt to this new electronic environment by developing digital services and resources to support online reading.
This document discusses student retention in Massive Open Online Courses (MOOCs). It begins by providing background on the rapid growth of MOOCs and their extremely high dropout rates. The document then outlines a study that uses text mining, opinion mining, and machine learning techniques to build explanatory and predictive models of the factors that influence student retention in MOOCs. These factors include characteristics of students, courses, platforms, and universities. The study aims to identify the most important determinants of retention and provide insights to improve MOOC and online education design.
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
This document discusses blended learning in higher education institutions in Malaysia. It begins by explaining the limitations of traditional classroom learning and pure online learning. Blended learning combines the strengths of face-to-face and online learning. The document then provides background on higher education in Malaysia, including the growth of online programs. It explains how universities are implementing information and communication technologies but still lack strategic plans for online learning. The benefits of blended learning are that it addresses constraints of both traditional and online-only methods.
Concepts and Trends on E -Learning in Romaniatheijes
E-Learning systems analysis appears to be simple if we take into consideration some of the approaches employed by researchers so far. But the dynamics of e-Learning requires caution. For more than seven years there have been discussions about a new generation of e-Learning, namely e-Learning 2.0. The e-Learning market is estimated to bring revenue of U.S. $ 56.2 billion in 2013 according to Certifyme.net, the industry leader in online training, and this amount is projected to double its value by the end of 2015. In Romania, a team of researchers from the Centre for Development and Innovation in Education – has been using techniques aimed at identifying and classifying theoretical and practical approaches to training and education. If we consider the mission of this non-governmental organization (with no political affiliation) to promote the principles and values in education through innovative technologies and approaches (such as conducting programs and e-Learning projects, developing curricula, education for democratic citizenship, lifelong learning and continuous training of teachers) then we can rely on the experience of the organization and the seriousness with which the foundation is involved in defining and e-Learning phenomenon.
Social Media and Facebook for learning: methodological aspects and main resul...Stefania Manca
The document summarizes two research studies conducted by Stefania Manca on the use of social media and Facebook for learning. The first study was a literature review that found Facebook has been used mainly as a learning management system rather than fully utilizing its affordances to blend information sources. Barriers included institutional policies and traditional pedagogies. The second study surveyed Italian academics and found they use social media more for personal and professional purposes rather than teaching. Use varied by discipline, and barriers included cultural, pedagogical, and institutional factors. Overall, the studies show potential but also limitations in social media integration in education due to various obstacles.
This paper investigated digital competence as perceived by Zimbabwe in relation to four demographic characteristics. The study adopted quantitative descriptive research design. A simple random sample of 440 full time university academics responded to a structured questionnaire. Data were summarized using non parametric methods. Multiple regression and independent samples’t-test were adopted to test two null hypotheses at 95% significance level. Findings revealed significant relationship between university academics’ digital competence and their gender and experience in using the internet. Male academics perceived themselves as more competent than female academics. A significant inverse relationship was also observed between digital competence and age of respondents. The findings led to the conclusion that university academics were fairly competent in using the internet for research and faced challenges in using the internet as a teaching tool. University management was advised to place a premium on the use of information technology in university academic business.
This document summarizes a study that compared asynchronous and synchronous e-learning methods. The study found:
- Asynchronous e-learning, such as email and discussion boards, allows learners to participate and reflect at their own pace, giving them more time to process information. However, it can be difficult to build learning communities asynchronously with few participants.
- Synchronous e-learning, like video conferencing and chat, increases psychological arousal, motivation, and a sense of personal participation similar to face-to-face communication. However, it focuses more on quantity over quality of discussion.
- Asynchronous e-learning better supports cognitive participation through reflection on complex issues. Synchronous e-learning better supports
The effect of educational networking on students’ performance in biologyIJITE
The purpose of present study is to investigate the impacts of incorporating Edmodo as educational network,
into a classroom setting on the academic achievement of Biology students based on three types of
conceptual level comprises of direct, simple, and complex concept. Researcher intended to seek for the
reason of improvement in their achievement test for all the three types of conceptual level. A total of 140
Biology students was selected from three secondary schools which were chosen using convenient random
sampling to participate in this study and were divided randomly into two groups. A mixed methods design
which involved pretest-and post-test was obtained as quantitative data and follow-up with in-depth
interview was obtained as qualitative data. Mann–Whitney U tests were used to analyze students’ gain
scores. The results indicated that students that were instructed by the instruction with intervention
performed a larger on the gain scores of all the three cognitive levels; than those instructed by the
conventional approaches. Five themes of reason for the difference on gain score between control group
and experimental group were found from interview data which encompass self-paced learning, boredom,
complex conceptual understanding, interesting and motivation, extra information and; communication and
interactivity. This educational network will permeate all facets of the curriculum as a new paradigm of
teaching tools.
Mthwakazi University established a teacher education department in 2005 to train teachers. Students are sent to schools across different provinces for teaching practice after their second year of study. The university wants to integrate ICT into its teaching practice program to conveniently support students during this time. The study investigated the ICT opportunities and infrastructure available, challenges, and how to utilize opportunities. Interviews with lecturers and students were conducted. The findings could help improve implementation of teaching practice programs through ICT.
Attitude of Secondary School Students towards Online Education during Covid 1...ijtsrd
In the present study the investigator attempted to find out the secondary students’ attitude towards online education in West Bengal. 240 secondary school students were taken as a representative sample of the whole population. For selecting higher secondary students as a sample, the purposive sampling method was adopted. The investigator has adopted the survey research method for this study. A self made attitude scale consists of 40 items was developed and used for collecting the data. For analyzing and interpreting the data the investigator used to mean, S.D, t test, ANOVA. The study revealed that there is no significant difference in attitude between male and female students towards online education. The study also revealed that there is a significant difference in attitude towards online education concerning their locality and stream of study. Nilay Mondal | Dr. Arjun Chandra Das "Attitude of Secondary School Students towards Online Education during Covid-19 in West Bengal" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38381.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38381/attitude-of-secondary-school-students-towards-online-education-during-covid19-in-west-bengal/nilay-mondal
This document is a makalah (paper) in Indonesian reviewing international journals. It discusses teaching sport philosophy online at an Italian university. The case study found that online teaching can be as effective as face-to-face, and may encourage reflection, critical thinking, and learning communities. Modern sport lacks philosophical reflection, so online diffusion of sport philosophy benefits students who otherwise would not have access and encourages critical analysis of sport. The paper aims to fulfill an assignment and increase understanding of reviewing international journals.
A Meeting Of Minds Blurring International Boundaries In A Postgraduate Socia...Natasha Grant
This document summarizes the development of two online postgraduate social work courses at Monash University in Australia that are offered to both domestic and international students. The courses were previously offered through distance education but have been redesigned for online delivery. The document discusses some of the challenges of internationalizing the curriculum and managing different student groups online, as well as opportunities for online learning to connect diverse students and minimize cultural barriers through technology.
Graduate students' attitude towards e learning a study case at imam universityDr. Ahmed Farag
In the past few years, a new wave of many technologies, particularly the Internet has emerged with the potential to further enhance the teaching and learning environment in higher education. Many studies in the recent years have shown that E-learning use in the classrooms has increased over the past years. However, the process of E-learning and its applications is limited in the Kingdom of Saudi Arabia. Through this empirical study, a limited research was initiated to track the perceptions of the students toward the E-learning. The results indicate an overall positive attitude towards the E-learning
Powering E-Learning In the New Millennium: An Overview of E-Learning and Enab...eraser Juan José Calderón
Powering E-Learning In the New Millennium: An Overview of E-Learning and Enabling Technology. Dongsong Zhang & Jay F. Nunamaker .
Abstract.
In today’s new economy characterized by industrial change, globalization, increased intensive competition, knowledge sharing and transfer, and information technology revolution, traditional classroom education or training does not always satisfy all the needs of the new world of lifelong learning. Learning is shifting from instructor-centered to learner-centered, and is undertaken anywhere, from classrooms to homes and offices. E-Learning, referring to learning via the Internet, provides people with a flexible and personalized way to learn. It offers learning-on-demand opportunities and reduces learning cost. This paper describes the demands for e-Learning and related research, and presents a variety of enabling technologies that can facilitate the design and implementation of e-Learning systems. Armed with the advanced information and communication technologies, e-Learning is having a far-reaching impact on learning in the new millennium.
Online learning from a specialized distance education paradigm to a ubiquitou...James Cook University
Anderson, N., & Hajhashemi, K. (2013). Online Learning: From a specialized distance education paradigm to a ubiquitous element of contemporary education. IEEE, 2(13), 91-94.
Abstract: This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control.
Information Technology is driving transformative pedagogy in both lower and higher education institutions. This paper discusses internet usage patterns among university academics before advancing to explore how to improve these aspects in the context of education. This descriptive survey collected data from a random sample of 440 university academics in Zimbabwe. Academics use the internet for research more than they did for teaching purposes. Statistical analysis of data revealed gender differences in internet access. Age and experience were found to explain differences in usage among university academics. Educational implications of these findings in relation to advancing development of 21st century skills through Information Technology in tomorrow’s leadership and drivers of country’s economic growth were highlighted. The study recommends a transformation of university teaching practice through technology based holistic models that encompass creative and innovative Webogogy and facilitative content delivery for better performance in higher educational institutions. The paper advocates for university management to promote Technology based teaching practice in universities, fund and develop formal training programmes to upgrade internet search and webagogy skills of academics.
CHALLENGES OF DISTANCE, BLENDED, AND ONLINE LEARNING: A LITERATUREBASED APPROACHIJITE
The objectives of the study were to show the basic differences between Distance, Blended and Online
learning, and establish their common challenges from literature. Approximately 35 categories/sets of
research results or findings from more than 65 publications were reviewed and used for this work. Articles
were obtained from sources such as Google Scholar, ResearchGate, Academia.edu, Google Search Engine,
and Elsevier. The key themes used for the search are Distance education, Distance learning, Online
learning, Blended learning, Differences between face-to-face and online learning, and the use of the
internet for learning. The differences between Distance, Blended, and Online Learning (DBOL) modes
were summarized, and 11 challenges of DBOL were realized. These 11 challenges were summarized into
six themes namely, lack of infrastructure, low or no IT skills, self-disciplinary problems, content issues,
policy issues, and social issues. It was strongly advised that, for effective DBOL implementation and
operation, there must be in place a solid DBOL policy, adequate infrastructure, and constant training of
stakeholders on the use of learning management systems and the development of related IT skills in
general.
The majority (71 per cent) of education leaders say technology has helped them to make good decisions. A further 72 per cent, the highest of any sector surveyed, also said that the interaction between professionals and technology will be hugely beneficial for the economy as a whole
Reading habit and changing role of libraries - cla seminarSudesh Sood
This document discusses how reading habits have changed from traditional paper-based reading to online reading due to increased computer and internet usage. It presents the results of a study on the reading habits of 124 BCA college students in India. The study found that students now read online information like emails and news more frequently than offline materials like newspapers and books. It also found that gender, age, education level were related to differences in topics read online. The document concludes that while technology has increased online reading, it has also negatively impacted traditional reading skills. Libraries must adapt to this new electronic environment by developing digital services and resources to support online reading.
This document discusses student retention in Massive Open Online Courses (MOOCs). It begins by providing background on the rapid growth of MOOCs and their extremely high dropout rates. The document then outlines a study that uses text mining, opinion mining, and machine learning techniques to build explanatory and predictive models of the factors that influence student retention in MOOCs. These factors include characteristics of students, courses, platforms, and universities. The study aims to identify the most important determinants of retention and provide insights to improve MOOC and online education design.
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
This document discusses blended learning in higher education institutions in Malaysia. It begins by explaining the limitations of traditional classroom learning and pure online learning. Blended learning combines the strengths of face-to-face and online learning. The document then provides background on higher education in Malaysia, including the growth of online programs. It explains how universities are implementing information and communication technologies but still lack strategic plans for online learning. The benefits of blended learning are that it addresses constraints of both traditional and online-only methods.
Concepts and Trends on E -Learning in Romaniatheijes
E-Learning systems analysis appears to be simple if we take into consideration some of the approaches employed by researchers so far. But the dynamics of e-Learning requires caution. For more than seven years there have been discussions about a new generation of e-Learning, namely e-Learning 2.0. The e-Learning market is estimated to bring revenue of U.S. $ 56.2 billion in 2013 according to Certifyme.net, the industry leader in online training, and this amount is projected to double its value by the end of 2015. In Romania, a team of researchers from the Centre for Development and Innovation in Education – has been using techniques aimed at identifying and classifying theoretical and practical approaches to training and education. If we consider the mission of this non-governmental organization (with no political affiliation) to promote the principles and values in education through innovative technologies and approaches (such as conducting programs and e-Learning projects, developing curricula, education for democratic citizenship, lifelong learning and continuous training of teachers) then we can rely on the experience of the organization and the seriousness with which the foundation is involved in defining and e-Learning phenomenon.
Social Media and Facebook for learning: methodological aspects and main resul...Stefania Manca
The document summarizes two research studies conducted by Stefania Manca on the use of social media and Facebook for learning. The first study was a literature review that found Facebook has been used mainly as a learning management system rather than fully utilizing its affordances to blend information sources. Barriers included institutional policies and traditional pedagogies. The second study surveyed Italian academics and found they use social media more for personal and professional purposes rather than teaching. Use varied by discipline, and barriers included cultural, pedagogical, and institutional factors. Overall, the studies show potential but also limitations in social media integration in education due to various obstacles.
This paper investigated digital competence as perceived by Zimbabwe in relation to four demographic characteristics. The study adopted quantitative descriptive research design. A simple random sample of 440 full time university academics responded to a structured questionnaire. Data were summarized using non parametric methods. Multiple regression and independent samples’t-test were adopted to test two null hypotheses at 95% significance level. Findings revealed significant relationship between university academics’ digital competence and their gender and experience in using the internet. Male academics perceived themselves as more competent than female academics. A significant inverse relationship was also observed between digital competence and age of respondents. The findings led to the conclusion that university academics were fairly competent in using the internet for research and faced challenges in using the internet as a teaching tool. University management was advised to place a premium on the use of information technology in university academic business.
This document summarizes a study that compared asynchronous and synchronous e-learning methods. The study found:
- Asynchronous e-learning, such as email and discussion boards, allows learners to participate and reflect at their own pace, giving them more time to process information. However, it can be difficult to build learning communities asynchronously with few participants.
- Synchronous e-learning, like video conferencing and chat, increases psychological arousal, motivation, and a sense of personal participation similar to face-to-face communication. However, it focuses more on quantity over quality of discussion.
- Asynchronous e-learning better supports cognitive participation through reflection on complex issues. Synchronous e-learning better supports
The effect of educational networking on students’ performance in biologyIJITE
The purpose of present study is to investigate the impacts of incorporating Edmodo as educational network,
into a classroom setting on the academic achievement of Biology students based on three types of
conceptual level comprises of direct, simple, and complex concept. Researcher intended to seek for the
reason of improvement in their achievement test for all the three types of conceptual level. A total of 140
Biology students was selected from three secondary schools which were chosen using convenient random
sampling to participate in this study and were divided randomly into two groups. A mixed methods design
which involved pretest-and post-test was obtained as quantitative data and follow-up with in-depth
interview was obtained as qualitative data. Mann–Whitney U tests were used to analyze students’ gain
scores. The results indicated that students that were instructed by the instruction with intervention
performed a larger on the gain scores of all the three cognitive levels; than those instructed by the
conventional approaches. Five themes of reason for the difference on gain score between control group
and experimental group were found from interview data which encompass self-paced learning, boredom,
complex conceptual understanding, interesting and motivation, extra information and; communication and
interactivity. This educational network will permeate all facets of the curriculum as a new paradigm of
teaching tools.
Mthwakazi University established a teacher education department in 2005 to train teachers. Students are sent to schools across different provinces for teaching practice after their second year of study. The university wants to integrate ICT into its teaching practice program to conveniently support students during this time. The study investigated the ICT opportunities and infrastructure available, challenges, and how to utilize opportunities. Interviews with lecturers and students were conducted. The findings could help improve implementation of teaching practice programs through ICT.
Attitude of Secondary School Students towards Online Education during Covid 1...ijtsrd
In the present study the investigator attempted to find out the secondary students’ attitude towards online education in West Bengal. 240 secondary school students were taken as a representative sample of the whole population. For selecting higher secondary students as a sample, the purposive sampling method was adopted. The investigator has adopted the survey research method for this study. A self made attitude scale consists of 40 items was developed and used for collecting the data. For analyzing and interpreting the data the investigator used to mean, S.D, t test, ANOVA. The study revealed that there is no significant difference in attitude between male and female students towards online education. The study also revealed that there is a significant difference in attitude towards online education concerning their locality and stream of study. Nilay Mondal | Dr. Arjun Chandra Das "Attitude of Secondary School Students towards Online Education during Covid-19 in West Bengal" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38381.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38381/attitude-of-secondary-school-students-towards-online-education-during-covid19-in-west-bengal/nilay-mondal
This document is a makalah (paper) in Indonesian reviewing international journals. It discusses teaching sport philosophy online at an Italian university. The case study found that online teaching can be as effective as face-to-face, and may encourage reflection, critical thinking, and learning communities. Modern sport lacks philosophical reflection, so online diffusion of sport philosophy benefits students who otherwise would not have access and encourages critical analysis of sport. The paper aims to fulfill an assignment and increase understanding of reviewing international journals.
A Meeting Of Minds Blurring International Boundaries In A Postgraduate Socia...Natasha Grant
This document summarizes the development of two online postgraduate social work courses at Monash University in Australia that are offered to both domestic and international students. The courses were previously offered through distance education but have been redesigned for online delivery. The document discusses some of the challenges of internationalizing the curriculum and managing different student groups online, as well as opportunities for online learning to connect diverse students and minimize cultural barriers through technology.
Technological, economic, socio-cultural, and political factors are driving the emergence of e-learning. Technological advances like the shift from Web 1.0 to Web 2.0 which allows users to interact and participate online have enabled the growth of e-learning. Economic factors like the lack of workforce are increasing demand for online learning opportunities. Socio-cultural changes mean education needs to prepare students for a more digital world. Political support for developing a "knowledge economy" further pushes the adoption of e-learning.
This document discusses factors affecting the emergence of e-learning. It argues that technological advancements, economic changes, and socio-cultural and political shifts have driven increased demand for e-learning. Technological trends like the development of Web 2.0 that allows for more user participation and interaction online have enabled new forms of e-learning. Economic globalization and outsourcing have also created needs for online learning opportunities. Socio-cultural changes like demographic shifts and an aging workforce are stimulating more education consumption. Governments have also implemented policies to support e-learning development to meet these demands and prepare populations for a knowledge economy. While e-learning faces some challenges, its benefits of flexibility, cost savings and increased access are
Pedagogical Practices, Personal Learning Environments and the Future of eLe...Rui Páscoa
This document discusses pedagogical practices in elearning and the influence of personal learning environments (PLEs). It summarizes interviews with two experts in the field, Graham Attwell and José Lagarto. They believe that elearning should adopt a mix of pedagogical models rather than a single approach. While PLEs are tools, they are also part of the learning process by providing learners autonomy and connections to knowledge networks. PLEs allow learners to personalize their tools and resources to support formal and informal lifelong learning.
This survey analyzed the usage of information and communication technologies (ICT) among different groups at Angola High Polytechnic School. 441 participants including teachers, administrative staff, and students completed a questionnaire. The most commonly used devices for internet access were mobile phones, laptops, and tablets. The widest used ICT tools were social networks like Facebook and file sharing tools. Among teachers, social networks, file sharing tools, and wikis were most familiar. Students were most familiar with social networks, file sharing tools, wikis, and learning management systems like Moodle. The survey provided insight into the adoption of various ICT tools to support teaching and learning at this institution.
Knowledge, social media and technologies for a learning societywanzahirah
The document summarizes several papers presented in a special issue of the journal Transactions of the SDPS on the topics of knowledge, social media, and technologies for learning. The papers explore how new technologies and social media are changing learning and discuss approaches like using smartphones and scaffolding tools to enhance the learning process. They also address challenges in recommending learning resources and the role of collective intelligence in driving innovation. The goal of the special issue is to look at the future of education from a transdisciplinary perspective.
A Review Of Advantages And Disadvantages Of Using ICT Tools In Teaching ESL R...Amanda Summers
This document discusses the advantages and disadvantages of using information and communication technology (ICT) tools in teaching English as a second language (ESL) reading and writing. Some key advantages discussed include: 1) ICT tools like blogs allow for peer feedback and interaction that can improve writing skills; 2) technologies like video authoring can motivate students and engage them in writing; 3) online education platforms enable active and collaborative learning. However, the document also notes there are some potential disadvantages to using ICT that need to be considered. In general, the document analyzes research that both supports the benefits of ICT for language learning, but also notes there are challenges to its effective integration.
1. The document discusses the history and future of instructional technology. It begins by looking at how instructional technology evolved from a focus on hardware and media in the 1960s to incorporating learning theories today.
2. It then examines trends in instructional technology, including the influence of learning theories like behaviorism, cognitivism and constructivism. The role of technology is shifting from a delivery mechanism to a tool that can be used to address educational problems and improve learning.
3. Going forward, the document argues that instructional technology needs to consider issues like reducing costs and connecting learners through collaborative tools and resources. The role of teachers will also change as they adapt to new technologies and focus more on
Kenneth Edwards discusses the expectations placed on universities in the knowledge society and how universities are adapting to meet these expectations. He outlines four main conclusions from a study conducted by the Association of European Universities (AEU). First, there is a great deal of experimentation with new technologies but efforts are often underfunded and face hostility from professors and staff. Second, developing high quality online content is very expensive. Third, universities must be proactive to meet rising student expectations and potential competition. Fourth, education networks should be integrated with other university systems like administration. Edwards also stresses the importance of preparing students for changing careers and teaching them lifelong learning skills.
1 Social Media and Education Class Objectives • .docxjoyjonna282
1
Social Media and Education
Class Objectives
• To provide an overview of the use of social media in educational institutions
• To explore how social media is used to advance education
Introduction
The internet has opened up spaces for individuals from different parts of the world,
generations, class, gender and race to gain access to higher education. These forms
of “borderless” learning platforms allow professors to facilitate linear interactions
with students as students take charge of their learning by posing questions and
posting content virtually. The popularity of online courses is demonstrated by a
study conducted by the learningSloan Foundation study consisting of more than
2,500 colleges and universities. The study findings indicated that online enrolments
were growing substantially faster than overall higher education enrolment, and the
17% growth rate in online enrolments far exceeds the 1.2% growth rate in the
overall higher education population (Allen & Seaman, 2010, cited in LeNoue, Hall,
Eighmy, 2011, pp. 4-5). Allen and Seaman classified an online course as one in which
more than 80% of content is delivered online and reported that over 4.6 million
students were taking such courses during the fall 2008 term (p.5). Clearly, online
courses are becoming a preferred means of learning mainly because of their
convenience—students are able to navigate, full time employment, family
responsibilities and other commitments. Many online instructional settings utilize
content management systems that allow for a two way communication between
students and the professor. The forums deviate from lecture structures and
professors in the online context as seen as facilitators of knowledge encouraging
active and experiential learning and teamwork to enhance cooperation and
collaboration. Would you categorize the online classes provided by UCW as a social
media forum?
Beyond online classrooms, universities use social media mainly for marketing,
communication and alumni relations. Universities now combine the use of social
media with their own homepages as a recruitment tools (For example, last year
UCW’s homepage provided access to Facebook, Twitter and YouTube). Universities
are also using social media to reach out to their alumni. A 2012 survey by the
Council for the Advancement and Support of Education (an association of university
and college professionals in development, alumni affairs and communications)
shows that 83 percent of U.S. colleges and universities are using social media to
engage alumni, with 96 percent on Facebook, 80 percent on Twitter, 73 percent on
YouTube, and 68 percent on LinkedIn (Frank, 2013). These statistics give an
illustration of how social media are used for communication between universities
and the public.
http://www.case.org/Samples_Research_and_Tools/Benchmarking_and_Research/Surveys_and_Studies/Social_Media_Survey.html�
2
Social media has also gained ...
The Modes of Pedagogical Innovation at the CRMEF Inventory and Perspectivesijtsrd
This document summarizes a study examining pedagogical innovation at the Regional Center for Education and Training (CRMEF) in Taza, Morocco. The study found that 72% of trainers use innovative teaching methods like flipped classrooms and gamification. Questionnaires of trainers and trainees showed that innovative methods improved skills like critical thinking, problem-solving, and self-directed learning. However, pedagogical innovation requires adequate technology and schedule availability. The study concludes that innovation positively impacts trainee motivation but has limitations that must be addressed.
This document summarizes a keynote presentation about designing learning in an open world utilizing new technologies. It discusses how social media and open educational resources provide opportunities for collaboration and sharing of resources. However, learners and teachers lack digital literacy skills to make effective use of these tools. The document outlines a vision for the future of learning leveraging new technologies. It also discusses challenges, including a lack of skills and issues integrating new tools. The presentation focuses on strategies to address these challenges through research on open educational practices and designing learning experiences that effectively combine pedagogy and technology.
Social Media Based Courseware for ASEAN Open Education: Opportunity and New C...Jintavee Khlaisang
Khlaisang, J. (2013). Social Media Based Courseware for ASEAN Open Education: Opportunity and New Challenge. The Asia Regional OpenCourseWare and Open Education Conference 2012, organized by Japan Opencourseware Consortium and Office of the Higher Education Commission, Thailand, January 21-22, 2013.
REVISITING INNOVATIONS IN ELT THROUGH ONLINE CLASSES: AN EVALUATION OF THE AP...Mohammad Mosiur Rahman
The ubiquity with regard to technology and availability of social media offered an unorthodox avenue to impart education. Concerning language teaching and learning, the meticulous use of such online platforms has been overtly observed. They become didactic concerning the issue that typical classrooms often exert gaps in terms of students’ learning. 10 Minute School, a platform to infuse language teaching and learning through Facebook live classes, undertakes the responsibility to bridge the gaps yielded from traditional English language classroom in an EFL context. The aim of the current study was to carry out a subtle analysis concerning the design of this online learning program in relation to Cognitive Load Theory (CLT) and its implication to e-learning. The study adopted the deductive method of content analysis. The themes have been shaped based on the teaching contents of 10 Minute School. The findings suggested that the approach undertaken by 10 Minute School for its online teaching and learning was instrumental to students’ quick learning.
Open Educational Practices at Tallinn UniversityHans Põldoja
Presentation at the International workshop of the CURE project “Curriculum Reform for Promoting Democratic Principles and Civic Education in Israel and in Georgia, 22 August 2018, Tallinn University.
Technology-mediated sociocultural practice requires the dynamic interplay of learner-users’ roles, learning contexts and technology tools. The behavioral intentions of users interact with the perceived features of these tools in enabling up-to-date personal experiences of leisure learning and social networking available online. The aim of this article is to explore the current perceptions among Malaysian university students about their daily learning strategies of English as a Second Language (ESL) via social networking. It initially makes use of the online surveys (quantitative self-reported questionnaire) that have been administered to final year Malaysian university students, ESL learners’ population of approximately 500 students. The result shows that there is obvious potential within these new media resources to empower Malaysian ESL learners with authentic learning potentials such as to communicate, practice and rehearse through the multiple identities and learning strategies they adopt in the virtual environment.
This document summarizes a study on how first year students at Amsterdam University of Applied Sciences use Facebook. Previous research identified four major Facebook activities: information sharing, sharing for educational purposes, social purposes, and leisure. The study surveyed 618 first year students about their Facebook activities and background characteristics. The survey results were analyzed using statistical software to determine if certain Facebook activities correlated with student characteristics like gender, age, or socioeconomic status. Understanding how students use Facebook could provide insights into its relationship with student success in higher education.
This document summarizes a study on how first year students at Amsterdam University of Applied Sciences use Facebook. Previous research identified four major Facebook activities: information sharing, sharing for educational purposes, social purposes, and leisure. The study surveyed 618 first year students about their Facebook activities and background characteristics. The survey results were analyzed using statistical software to determine if certain Facebook activities correlated with student characteristics like gender, age, or socioeconomic status. Understanding how students use Facebook could provide insights into its relationship with student success in higher education.
Between theory and practice the importance of ict in higher educationMaria Loizou
This document discusses the importance of using information and communication technologies (ICT) in higher education. It argues that ICT provides opportunities for motivating learning and collaborative work among students. Specifically, the document shares the authors' experience using new technologies in university teaching activities. The use of ICT is seen as necessary for universities to adapt to the European Higher Education Area. Key points discussed include different paradigms of online teaching and learning, the role of virtual campuses and personal learning environments, and the rise of social networks for collaborative learning.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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9
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Arum suryaningsih k 062 2020_b_jurnal 1
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
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:
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.
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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
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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.