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.
Arum suryaningsih k 062 2020_b_jurnal 1ArumKusmawati
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.
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
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.
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
Arum suryaningsih k 062 2020_b_jurnal 1ArumKusmawati
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.
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
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.
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
Dr. Muhsinah L. Morris is an Assistant Professor of Chemistry at Spelman College who conducts research on science education and increasing representation of minority women in STEM fields. Her research focuses on using problem-based learning and case-based learning to improve science literacy. She is also studying factors that contribute to the low representation and retention of minority women in STEM disciplines such as mathematics preparation. Her student researchers are working on projects related to computational modeling and using technology like smartphones and tablets in chemistry education.
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
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.
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.
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.
Facebook and Social Media in education and teacher trainingStefania Manca
This document summarizes three presentations on the topic of Facebook and social media in education. The first presentation reviews literature on using Facebook as a technology-enhanced learning environment and finds that while its pedagogical potential is recognized, obstacles like policies and culture have prevented full adoption. The second presentation reports on a study of social media use in higher education, finding it is more common for personal/professional use than teaching and barriers include cultural and institutional factors. The third presentation examines five Italian Facebook groups for teachers and finds generic groups foster loose connections while thematic groups support close ties, with both having advantages and drawbacks for professional development.
Slides from a keynote presentation delivered at the National Institute of Education Administration, Beijing.
Note that slides are licensed under a CC-BY 4.0 license except where a given slide uses an individual background image/artwork which requires a more restricted license (e.g. CC BY-NC-SA). In these cases the more restrictive license applies.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
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.
2013 jurnal student controlled social networks for promoting holistic develop...SITI FADZILAH OSMAN
The document discusses using Facebook as a platform to promote holistic student development as part of a student project. It focuses on the perspectives of student coaches involved in managing a Facebook group for the project. The study found that Facebook allowed for faster information sharing than traditional methods. However, student coaches struggled to establish active interactions between coaches and participants and found a lack of proactive discussions initiated by participants, which undermined promoting self-initiated holistic development. The document evaluates the effectiveness of using Facebook from the perspectives of student coaches involved in the project.
This article shows the need for the University to adjust to the new times by updating the curriculum structure of higher education that should not only respond to market demands, but also provide knowledge to develop the qualification and the humanistic formation of the individual, besides showing how to achieve individual and collective happiness.
The document discusses the pros and cons of using social media in education. Key arguments against include exposing students to cyberbullying, predators, and privacy issues. Some students may also be distracted by social media and spend less time studying. However, advocates argue that social media prepares students for today's technology-focused world and can engage students more in learning through online collaboration. The document recommends educators take a balanced approach, using social media cautiously, such as a history teacher who had shy students participate more through Twitter discussions.
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
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.
Present day showing techniques request imaginative and powerful utilization of innovation at most extreme level. Consolidating a virtual group outside classroom instructing has turned out to be inescapable in computerized age training. This exploration was planned to discover how this can be utilized as a part of terms of intuitive instructing and how it can encourage understudies to recuperate the absences of learning in classroom. A web group of a college called Learning Feedback System (LFS) has been utilized here as the strategy to break down five example cases. Impacts of
A critical level of connection in LFS showed that it decreased the correspondence hole between understudies and educators that obviously prompting appropriate learning.
The seven principles of online learning: Feedback from faculty and alumni on ...eraser Juan José Calderón
The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Cynthia Janet Tanis,
ABSTRACT
Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of faculty–student communication and collaboration; student–student communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning.
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.
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.
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.
Dr. Muhsinah L. Morris is an Assistant Professor of Chemistry at Spelman College who conducts research on science education and increasing representation of minority women in STEM fields. Her research focuses on using problem-based learning and case-based learning to improve science literacy. She is also studying factors that contribute to the low representation and retention of minority women in STEM disciplines such as mathematics preparation. Her student researchers are working on projects related to computational modeling and using technology like smartphones and tablets in chemistry education.
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
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.
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.
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.
Facebook and Social Media in education and teacher trainingStefania Manca
This document summarizes three presentations on the topic of Facebook and social media in education. The first presentation reviews literature on using Facebook as a technology-enhanced learning environment and finds that while its pedagogical potential is recognized, obstacles like policies and culture have prevented full adoption. The second presentation reports on a study of social media use in higher education, finding it is more common for personal/professional use than teaching and barriers include cultural and institutional factors. The third presentation examines five Italian Facebook groups for teachers and finds generic groups foster loose connections while thematic groups support close ties, with both having advantages and drawbacks for professional development.
Slides from a keynote presentation delivered at the National Institute of Education Administration, Beijing.
Note that slides are licensed under a CC-BY 4.0 license except where a given slide uses an individual background image/artwork which requires a more restricted license (e.g. CC BY-NC-SA). In these cases the more restrictive license applies.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
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.
2013 jurnal student controlled social networks for promoting holistic develop...SITI FADZILAH OSMAN
The document discusses using Facebook as a platform to promote holistic student development as part of a student project. It focuses on the perspectives of student coaches involved in managing a Facebook group for the project. The study found that Facebook allowed for faster information sharing than traditional methods. However, student coaches struggled to establish active interactions between coaches and participants and found a lack of proactive discussions initiated by participants, which undermined promoting self-initiated holistic development. The document evaluates the effectiveness of using Facebook from the perspectives of student coaches involved in the project.
This article shows the need for the University to adjust to the new times by updating the curriculum structure of higher education that should not only respond to market demands, but also provide knowledge to develop the qualification and the humanistic formation of the individual, besides showing how to achieve individual and collective happiness.
The document discusses the pros and cons of using social media in education. Key arguments against include exposing students to cyberbullying, predators, and privacy issues. Some students may also be distracted by social media and spend less time studying. However, advocates argue that social media prepares students for today's technology-focused world and can engage students more in learning through online collaboration. The document recommends educators take a balanced approach, using social media cautiously, such as a history teacher who had shy students participate more through Twitter discussions.
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
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.
Present day showing techniques request imaginative and powerful utilization of innovation at most extreme level. Consolidating a virtual group outside classroom instructing has turned out to be inescapable in computerized age training. This exploration was planned to discover how this can be utilized as a part of terms of intuitive instructing and how it can encourage understudies to recuperate the absences of learning in classroom. A web group of a college called Learning Feedback System (LFS) has been utilized here as the strategy to break down five example cases. Impacts of
A critical level of connection in LFS showed that it decreased the correspondence hole between understudies and educators that obviously prompting appropriate learning.
The seven principles of online learning: Feedback from faculty and alumni on ...eraser Juan José Calderón
The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Cynthia Janet Tanis,
ABSTRACT
Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of faculty–student communication and collaboration; student–student communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning.
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.
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.
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.
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.
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.
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.
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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 ...
This document discusses a research project that explored using podcasts in teaching politics and international relations at the University of Leeds. It aimed to determine what value podcast consumption and production could bring to the learning process. The researchers found that replacing lectures with podcasts was rejected by students. Instead, they created short summary podcasts ("podules") of lectures and asked students to produce their own podcast summaries of seminars. Students responded positively to these uses of podcasting as a supplement to traditional teaching methods within a blended learning approach. The project provided opportunities for both consuming existing podcasts and producing original student podcasts.
A Review Of Advantages And Disadvantages Of Using ICT Tools In Teaching ESL R...Amanda Summers
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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.
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
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
This document provides an introduction to emerging technologies for learning by discussing major trends driving change in education, what is known about learning, and the role of technology in teaching and learning. It covers fragmentation of information, how learners now piece together content, and challenges for education in clarifying information. Research shows distance education can be as effective as face-to-face learning when pedagogical excellence is provided. The document aims to serve as a resource for educators on incorporating technologies into teaching.
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.
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.
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.
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.
Research through the Generations: Reflecting on the Past, Present and FutureGrainne Conole
The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extrapolation of the future of the field. It considers which technologies have been transformative in the last thirty years or so along with the nature of the transformation and the challenges. Research in the field is grouped into three types: pedagogical, technical and organizational. The emergence and nature of digital learning as a field is considered. Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact.
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Lailatul rohmah 2020 b_review jurnal 5
1. 1
MAKALAH REVIEW
JURNAL TEACHING SPORT PHILOSOPHY ONLINE: A CASE STUDY IN
ITALY
Dosen Pengampu :
Dr. Made Pramono, S.S. M.Hum.
Disusun Oleh :
Lailatul Rohmah
NIM. 20060484059
Kelas 2020B
UNIVERTAS NEGERI SURABAYA
FAKULTAS ILMU OLAHRAGA
JURUSAN PENDIDIKAN KESEHATAN DAN REKREASI
2020/2021
2. i
KATA PENGANTAR
Puji syukur kehadirat Tuhan Yang Maha Kuasa karena telah memberikan kesempatan
pada penulis untuk menyelesaikan makalah ini. Atas rahmat dan hidayah-Nya lah penulis dapat
menyelesaikan makalah yang berjudul Review Jurnal Teaching Sport Philosophy Online: a Case
Study in Italy
Makalah yang berjudul Review Jurnal Teaching Sport Philosophy Online: a Case Study
in Italy disusun guna memenuhi tugas dari Bapak Dr. Made Pramono, S.S. M.Hum. pada mata
kuliah Filsafat dan Sejarah Olahraga di Universitas Negeri Surabaya. Selain itu, penulis juga
berharap agar makalah ini dapat menambah wawasan bagi pembaca dari review jurnal Teaching
Sport Philosophy Online: a Case Study in Italy.
Penulis mengucapkan terima kasih sebesar-besarnya kepada Bapak Dr. Made Pramono,
S.S. M.Hum. selaku dosen mata kuliah Psikologi. Penulis juga mengucapkan terima kasih pada
semua pihak yang telah membantu proses penyusunan makalah ini.
Penulis menyadari makalah ini masih jauh dari kata sempurna. Oleh karena itu, kritik dan
saran yang membangun akan penulis terima demi kesempurnaan makalah ini.
Kediri, 11 Maret 2021
Lailatul Rohmah
3. ii
DAFTAR ISI
KATA PENGANTAR.....................................................................................................................i
DAFTAR ISI...................................................................................................................................ii
BAB 1 ............................................................................................................................................. 3
JURNAL ........................................................................................................................................ 3
BAB 2 ........................................................................................................................................... 14
REVIEW JURNAL..................................................................................................................... 14
BAB 3 ........................................................................................................................................... 17
KESIMPULAN DAN SARAN ................................................................................................... 17
DAFTAR PUSTAKA.................................................................................................................. 18
6. 5
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).
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
7. 6
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.
8. 7
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
9. 8
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:
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
10. 9
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
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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:
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
11. 10
Table 2. Answers about categorical questions.
Question no.
Results and percentages Question no.
Results and percentages
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
12. 11
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 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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15. 14
BAB 2
REVIEW JURNAL
Judul Teaching Sport Philosophy Online: a Case Study in Italy
Pengarang Emanuele Isidoria, Javier López Fríasa, Rafael Ramos Echazarretaa*
Nama Jurnal Procedia - Social and Behavioral Sciences
Volume, Issue,
Tahun, Halaman
Procedia - Social and Behavioral Sciences 186 ( 2015 ) 932 – 938
Tujuan Penelitian
Untuk menunjukkan bahwa filosofi pengajaran online
sama efektifnya dengan pengajaran tatap muka.
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....
...Mulai dari ini, kami menganalisis kasus tertentu di mana sumber terbuka digunakan untuk
mengajarkan filosofi olahraga kepada sekelompok mahasiswa universitas ilmu olahraga Italia....
...Tujuan kami 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....
...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....
16. 15
...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....
...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....
...Ini juga kasus kurikulum yang diajarkan di departemen ilmu olahraga di Italia....
...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....
17. 16
...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
18. 17
BAB 3
KESIMPULAN DAN SARAN
3.1 Kesimpulan
Alat baru yang disediakan oleh Web 2.0 memungkinkan orang untuk berbagi
pengetahuan dan konten terbuka, dan untuk mengembangkan kemampuan dan
keterampilan untuk menciptakan komunitas belajar yang mendorong komunikasi
antarpribadi. Ini sangat cocok dengan fungsi dialogis dan esensi filsafat sebagai ilmu
dan sebagai aktivitas manusia (King, 2012). Melalui sumber daya tersebut, mahasiswa
muda yang bukan dari jurusan dan fakultas humaniora atau filsafat juga dapat
mengembangkan keterampilan filosofis. 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 on-line 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. Kami hanya membutuhkan
bahan dalam jumlah terbatas untuk mencapai tujuan mata kuliah filsafat. Dengan cara
ini, kami menghindari risiko dispersi dan disorientasi, yang oleh sebagian sarjana
dianggap sebagai salah satu kesulitan ( Isidori, 2015) terkait metode pengajaran on-line
(Ruffaldi, 2000).
Data dari penelitian kami menunjukkan bahwa aksesibilitas yang mudah dari
ponsel dan tablet menjelaskan keberhasilan alat pengajaran online. Hal ini menimbulkan
pertanyaan tentang perlunya memikirkan kembali pengajaran filsafat online sesuai
dengan bentuk baru pembelajaran seluler dan tablet, mengubah jaringan sosial dalam
lingkungan pembelajaran online (Wiesenberg & Stacey, 2013). 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. praktek.
3.2 Kontribusi penulis. Penelitian ini merupakan hasil kerjasam
3.3 Saran
Sebagai penulis saya menyadari bahwa masih banyakkekurangan di dalammakalah ini.
Untuk kedepannya penulis akan menjelaskan secara detail dari sumber yang lebih
banyak.
19. 18
DAFTAR PUSTAKA
Isidori, E. (2015). Teaching Sport Philosophy Online: a Case Study in Italy . Procedia - Social
and Behavioral Sciences , 932 – 938 .