Araştırma Makalesi
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Yıl 2022, Cilt: 13 Sayı: 3, 191 - 216, 20.12.2022

Kıvanç Semiz Evrim Baran Mustafa İnce

https://doi.org/10.54141/psbd.1166034

Öz

Kaynakça

  • ACSM (2014). ACSM's Health-Related Physical Fitness Assessment Manual (4thed). Philadelphia: Walters Kluwer Health/Lippincott Williams & Wilkins Health.
  • Annesi, J. J., Porter, K. J., Hill, G. M., & Goldfine, B. D. (2017). Effects of instructional physical activity courses on overall physical activity and mood in university students. Research Quarterly for Exercise and Sport, 88(3), 358-364.
  • Armour, K. M., Goodyear, V. A., & Sandford, R. (2020). The digital age challenge: preparing physical and health educators to understand and support "online" youth. In School Physical Education and Teacher Education (pp. 92-102). Routledge.
  • Baert, H. (2011). The integration of technology within physical education teacher education: Perceptions of the faculty. (Dissertation) University of Arkansas.
  • Baran, E., Correia, A.P. & Thompson, A. (2013). Tracing successful online teaching in higher education: voices of exemplary online teachers. Teachers College Record Volume 115(3), 1-41.
  • Beaudoin, C., Parker, T., Tiemersma, K., & Lewis, C. (2018). Evaluating university physical activity courses from student and instructor perspectives. Journal of Physical Education, Recreation & Dance, 89(1), 7-11.
  • Benson, S. N. K., & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48(2), 153–172.
  • Bester, G., & Brand, L. (2013). The effect of technology on learner attention and achievement in the classroom. South African Journal of Education, 33, 1–15.
  • Birch, D., & Burnett, B. (2009). Bringing academics on board : Encouraging institution- wide diffusion of e-learning environments Institutional context for the Research. Australasian Journal of Educational Technology, 25(1), 117–134.
  • Carroll, J. A., Diaz, A., Meiklejohn, J., Newcomb, M., & Adkins, B. (2013). Collaboration and competition on a wiki: The praxis of online social learning to improve academic writing and Research in under-graduate students. Australasian Journal of Educational Technology, 29(4), 513–525.
  • Cayir, Y., Aslan, S. M., & Akturk, Z. (2015). The effect of pedometer use on physical activity and body weight in obese women. European Journal of Sport Science, 15(4), 351-356.
  • Cerezo, R., Sanchez-Santillan, M., Paule-Ruiz, M. P., & Nunez, J. C. (2016). Students' LMS interaction patterns and their relationship with achievement: A case study in higher education. Computers and Education, 96, 42–54.
  • Chow, J., Tse, A., & Armatas, C. (2018). Comparing trained and untrained teachers on their use of LMS tools using the Rasch analysis. Computers & Education, 123, 124-137.
  • Chung, C., & Ackerman, D. (2015). Student Reactions to Classroom Management Technology: Learning Styles and Attitudes Toward Moodle. Journal of Education for Business, 90(4), 217–223.
  • Corbin, C. B., Kulinna, P. H., & Yu, H. (2020). Conceptual physical education: A secondary innovation. Quest, 72(1), 33-56.
  • Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Method approaches (4th ed.). SAGE: Los Angeles.
  • Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563–580.
  • Design-Based Research Collective. (2003). Design-based Research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8.
  • Dias, S. B., & Diniz, J. A. (2014). Towards an enhanced learning management system for blended learning in higher education incorporating distant learners' profiles. Educational Technology & Society, 17(2), 307-319.
  • Diaz, K. M., Krupka, D. J., Chang, M. J., Peacock, J., Ma, Y., Goldsmith, J., Davidson, K. W. (2015). Fitbit®: An accurate and reliable device for wireless physical activity tracking. International Journal of Cardiology, 185, 138—140.
  • Douglas, M. E., Peecksen, S., Rogers, J., & Simmons, M. (2019). College Students' Motivation and Confidence for ePortfolio Use. International Journal of ePortfolio, 9(1), 1-16.
  • Emmer, E., Sabornie, E., Evertson, C. M., & Weinstein, C. S. (2013). Handbook of Classroom Management: Research, Practice, and Contemporary Issues. Taylor & Francis.
  • Ferkel, R.C., Judge, L.W., Stodden, D.F. & Griffin, K. (2014). Importance of health-related fitness knowledge to increasing physical activity and physical fitness. The Physical Educator, 71, 218-233.
  • Garone, A., Pynoo, B., Tondeur, J., Cocquyt, C., Vanslambrouck, S., Bruggeman, B., & Struyven, K. (2019). Clustering university teaching staff through UTAUT: Implications for the acceptance of a new learning management system. British Journal of Educational Technology, 50(5), 2466-2483.
  • Garrison, D. R. & Vaughan, N. D. (2008). Blended learning in higher education: framework, principles, and guidelines. Jossey-bass: San Francisco, CA.
  • Goodyear, P., Jones, C., & Thompson, K. (2014). Computer-Supported Collaborative Learning: Instructional Approaches, Group Processes and Educational Designs. In M. J. Spector, D. M. Merrill, J. Elen, & J. M. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 439–451). New York, NY: Springer New York.
  • Goodyear, V. A., & Armour, K. M. (2021). Young People's health-related learning through social media: What do teachers need to know?. Teaching and Teacher Education, 102, 103340.
  • Goodyear, V. A., Armour, K. M., & Wood, H. (2019). Young people learning about health: the role of apps and wearable devices. Learning, Media and Technology, 44(2), 193-210.
  • Harris, J., Mishra, P., & Koehler, M. (2009). Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types : Curriculum-based Technology Integration Reframed. Journal of Research on Technology in Education, 41(4), 393–416.
  • Hensley, L. (2000). Current status of basic instruction programs in physical education at American colleges and universities. Journal of Physical Education, Recreation, and Dance, 71(9), 30-36.
  • Ignico, A., Corson, A., & Vidoni, C. (2006). The effects of an intervention strategy on children's heart rates and skill performance. Early Child Development and Care, 176(7), 753-761.
  • Ince, M. L. (2008). Use of a social cognitive theory-based physical-activity intervention on health-promoting behaviors of university students. Perceptual & Motor Skills, 107(3), 833–836.
  • Ince, M. L., & Ebem, Z. (2009). Role of exercise stages in self-reported health-promoting behaviors of a group of Turkish adolescents at transition to university. Perceptual & Motor Skills, 108(2), 399-404.
  • ISTE. (2015). International Society for Technology in Education (ISTE) Standards: Learning, teaching and leading in the digital age. Retrieved May 20, 2015, from http://www.iste.org/standards.
  • Jimoyiannis, A., Tsiotakis, P., Roussinos, D. & Siorenta, A. (2013). Preparing teachers to integrate web 2.0 in school practice: toward a framework for pedagogy 2.0. Australasian Journal of Educational Technology, 29(2), 248-267.
  • Junco, R., Elavsky, C. M., & Heiberger, G. (2013). Putting twitter to the test: Assessing outcomes for student collaboration, engagement and success. British Journal of Educational Technology, 44(2), 273–287. doi:10.1111/j.1467-8535.2012.01284.x
  • Keating, X. D., Wallace, J., Schafer, J., O'Connor, M., Shangguan, R., & Guan, J. (2012). Analyses of higher education conceptual physical education courses. Journal of Research in Health, Physical Education, Recreation, Sport & Dance, 7(2), 38-44.
  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge. Contemporary issues in technology and teacher education, 9(1), 60-70.
  • Kraftl, P., McKenzie, M., Gulson, K., Accioly, I., Blackmore, J., Burke, C., Clarke, D., Daniels, H., Fregoso Bailon, R. O., Goodyear, P., Goodyear, V., Gunasekara, I., Hartong, S., Hickman Dunne, J., Howard, S., Lupinacci, J., Mcphie, J., Mannion, G., Nxumalo, F., ... Wood, A. (2022). Learning spaces: built, natural and digital considerations for learning and learners. In S. Bugden, & G. Borst (Eds.), Education and the learning experience in Reimagining education: The International Science and Evidence based Education Assessment (pp. 452-547).
  • Kulinna, P.H., Warfield, W.W., Jonaitis, S., Dean, M. & Corbin, C. (2009). The progression and characteristics of conceptually based fitness/wellness courses at American universities and colleges Journal of American College Health, 58(2), 127-131
  • Li, G.S.F., Lu, F.J.H., & Wang, A.H.H. (2009). Exploring the relationships of physical activity, emotional intelligence and health in Taiwan college students. Journal of Exercise Science & Fitness, 7(1), 55-63.
  • Luke, J.K. & Morrissey, J.L. (2014). Integrating online pedagogy into kinesiology: service learning for kinesiology majors. Kinesiology Review, 3, 258-262
  • Madge, C., Meek, J., Wellens, J., & Hooley, T. (2009). Facebook, social integration and informal learning at university: It is more for socializing and talking to friends about work than for actually doing work. Learning, Media and Technology, 34(2), 141–155.
  • Maldari, M. M., Garcia, J. M., & Rice, D. J. (2021). The impact of health education on physical activity correlates in college students. Journal of American College Health, 1-6.
  • Marttinen, R., Daum, D., Fredrick III, R. N., Santiago, J., & Silverman, S. (2019). Students' perceptions of technology integration during the FIT unit. Research Quarterly for Exercise and Sport, 90(2), 206-216.
  • Miles, M. B., Huberman, A. M. (1994). An Expanded sourcebook: Qualitative data analysis. (2nd edition). Thousand Oaks, California: SAGE Publications, Inc.
  • Milroy, J. J., Orsini, M. M., D'Abundo, M. L., & Sidman, C. L. (2013). College Students' Perceived Wellness Among Online, Face-to-Face, and Hybrid Formats of a Lifetime Physical Activity and Wellness Course. American Journal of Health Education, 44(5), 252–258.
  • Mohnsen, B. (2012). Using Technology in Physical Education (8th ed.). Bonnies Fitware Inc.
  • Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea? Internet and Higher Education, 18, 15–23.
  • Müftüler, M., & İnce, M. L. (2015). Use of trans-contextual model-based physical activity course in developing leisure-time physical activity behavior of university students. Perceptual and Motor Skills, 121(1), 31–55. doi:10.2466/06.PMS.121c13x1
  • Patton, M. Q. (2002). Qualitative Research and Evaluation Methods (3rd ed.). Sage Publication: Thousand Oaks.
  • Ransdell, L.B., Rice, K., Snelson, C. & Decola, J. (2008). Online health-related fitness courses a wolf in sheep's clothing or a solution to some common problems? Journal of Physical Education Recreation and Dance, 79(1), 45-52.
  • Reeves, T. C. (2006). Design research from a technology perspective. In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational design research (pp. 52-66). London: Routledge.
  • Richey, R.C., Klein, J.D. & Nelson, W.A. (2004). Development research: Studies of Instructional Design and Development. In D. Jonassen, Handbook of Research for Educational Communications and Technology (2nd ed., pp. 1094-1130). Hillsdale: NJ: Lawrence Erbaum Associates.
  • Roblyer, M., McDaniel, M., Webb, M., Herman, J., & Witty, J. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. The Internet and Higher Education, 13(3), 134–140.
  • Romero, C., Ventura, S., & García, E. (2008). Data mining in course management systems: Moodle case study and tutorial. Computers and Education, 51(1), 368–384.
  • Rosen, Y., & Beck-hill, D. (2012). Intertwining digital content and a one-to-one laptop environment in teaching and learning: Lessons from the time to know program. Journal of Research on Technology in Education, 44(3), 225–241.
  • Roth, K. (2014). Technology for Tomorrow's Teachers. The Journal of Physical Education, Recreation & Dance, 85(4), 3–5.
  • Sargent, J., & Casey, A. (2020). Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time. European physical education review, 26(1), 70-84.
  • Schoonenboom, J. (2014). Using an adapted, task-level technology acceptance model to explain why instructors in higher education intend to use some learning management system tools more than others. Computers and Education, 71, 247–256.
  • Sidman, C.L., Fiala, K.A. & D'Abundo, M.L. (2011). Exercise motivation of college students in online, face-to-face, and blended basic studies physical activity and wellness course delivery formats. Journal of American College Health, 59(7), 662-664.
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  • Zenk, S. N., Schulz, A. J., Odoms-Young, A., Wilbur, J., Matthews, S. A., Gamboa, C. & Stokes, C. (2012). Feasibility of using global positioning systems (GPS) with diverse urban adults: Before and after data on perceived acceptability, barriers, and ease of use. Journal of Physical Activity & Health, 9(7), 924.
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Restructuring a University Health-Related Physical Activity Course with Technology: A Design-Based Research

Yıl 2022, Cilt: 13 Sayı: 3, 191 - 216, 20.12.2022

Kıvanç Semiz Evrim Baran Mustafa İnce

https://doi.org/10.54141/psbd.1166034

Öz

The purpose of this study was to investigate the restructuring process of a university health-related physical activity course with technology and its impact on teaching & learning practices. Using a design-based research approach, data were collected in five semesters by applying the technology integration strategies iteratively. Beginning with the needs assessment, the longitudinal study continued with the first and second pilots, and the process ended with improvements in the design and implementation phases. Data were collected through class observations, field notes, and interviews with the students and the instructor. Thematic content analyses were carried out with Nvivo software. Data and researcher triangulation were done for reliability and validity. Findings indicated that technology enhancement would contribute to the quality of health-related physical activity courses and the impact of technology integration was documented in detail. Implications and recommendations were given to stakeholders of the education environment; researchers, practitioners, administrators, technology coaches, and policymakers.

Anahtar Kelimeler

Health-Related Fitness Technology Integration The Design-Based Research

Kaynakça

  • ACSM (2014). ACSM's Health-Related Physical Fitness Assessment Manual (4thed). Philadelphia: Walters Kluwer Health/Lippincott Williams & Wilkins Health.
  • Annesi, J. J., Porter, K. J., Hill, G. M., & Goldfine, B. D. (2017). Effects of instructional physical activity courses on overall physical activity and mood in university students. Research Quarterly for Exercise and Sport, 88(3), 358-364.
  • Armour, K. M., Goodyear, V. A., & Sandford, R. (2020). The digital age challenge: preparing physical and health educators to understand and support "online" youth. In School Physical Education and Teacher Education (pp. 92-102). Routledge.
  • Baert, H. (2011). The integration of technology within physical education teacher education: Perceptions of the faculty. (Dissertation) University of Arkansas.
  • Baran, E., Correia, A.P. & Thompson, A. (2013). Tracing successful online teaching in higher education: voices of exemplary online teachers. Teachers College Record Volume 115(3), 1-41.
  • Beaudoin, C., Parker, T., Tiemersma, K., & Lewis, C. (2018). Evaluating university physical activity courses from student and instructor perspectives. Journal of Physical Education, Recreation & Dance, 89(1), 7-11.
  • Benson, S. N. K., & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48(2), 153–172.
  • Bester, G., & Brand, L. (2013). The effect of technology on learner attention and achievement in the classroom. South African Journal of Education, 33, 1–15.
  • Birch, D., & Burnett, B. (2009). Bringing academics on board : Encouraging institution- wide diffusion of e-learning environments Institutional context for the Research. Australasian Journal of Educational Technology, 25(1), 117–134.
  • Carroll, J. A., Diaz, A., Meiklejohn, J., Newcomb, M., & Adkins, B. (2013). Collaboration and competition on a wiki: The praxis of online social learning to improve academic writing and Research in under-graduate students. Australasian Journal of Educational Technology, 29(4), 513–525.
  • Cayir, Y., Aslan, S. M., & Akturk, Z. (2015). The effect of pedometer use on physical activity and body weight in obese women. European Journal of Sport Science, 15(4), 351-356.
  • Cerezo, R., Sanchez-Santillan, M., Paule-Ruiz, M. P., & Nunez, J. C. (2016). Students' LMS interaction patterns and their relationship with achievement: A case study in higher education. Computers and Education, 96, 42–54.
  • Chow, J., Tse, A., & Armatas, C. (2018). Comparing trained and untrained teachers on their use of LMS tools using the Rasch analysis. Computers & Education, 123, 124-137.
  • Chung, C., & Ackerman, D. (2015). Student Reactions to Classroom Management Technology: Learning Styles and Attitudes Toward Moodle. Journal of Education for Business, 90(4), 217–223.
  • Corbin, C. B., Kulinna, P. H., & Yu, H. (2020). Conceptual physical education: A secondary innovation. Quest, 72(1), 33-56.
  • Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Method approaches (4th ed.). SAGE: Los Angeles.
  • Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563–580.
  • Design-Based Research Collective. (2003). Design-based Research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8.
  • Dias, S. B., & Diniz, J. A. (2014). Towards an enhanced learning management system for blended learning in higher education incorporating distant learners' profiles. Educational Technology & Society, 17(2), 307-319.
  • Diaz, K. M., Krupka, D. J., Chang, M. J., Peacock, J., Ma, Y., Goldsmith, J., Davidson, K. W. (2015). Fitbit®: An accurate and reliable device for wireless physical activity tracking. International Journal of Cardiology, 185, 138—140.
  • Douglas, M. E., Peecksen, S., Rogers, J., & Simmons, M. (2019). College Students' Motivation and Confidence for ePortfolio Use. International Journal of ePortfolio, 9(1), 1-16.
  • Emmer, E., Sabornie, E., Evertson, C. M., & Weinstein, C. S. (2013). Handbook of Classroom Management: Research, Practice, and Contemporary Issues. Taylor & Francis.
  • Ferkel, R.C., Judge, L.W., Stodden, D.F. & Griffin, K. (2014). Importance of health-related fitness knowledge to increasing physical activity and physical fitness. The Physical Educator, 71, 218-233.
  • Garone, A., Pynoo, B., Tondeur, J., Cocquyt, C., Vanslambrouck, S., Bruggeman, B., & Struyven, K. (2019). Clustering university teaching staff through UTAUT: Implications for the acceptance of a new learning management system. British Journal of Educational Technology, 50(5), 2466-2483.
  • Garrison, D. R. & Vaughan, N. D. (2008). Blended learning in higher education: framework, principles, and guidelines. Jossey-bass: San Francisco, CA.
  • Goodyear, P., Jones, C., & Thompson, K. (2014). Computer-Supported Collaborative Learning: Instructional Approaches, Group Processes and Educational Designs. In M. J. Spector, D. M. Merrill, J. Elen, & J. M. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 439–451). New York, NY: Springer New York.
  • Goodyear, V. A., & Armour, K. M. (2021). Young People's health-related learning through social media: What do teachers need to know?. Teaching and Teacher Education, 102, 103340.
  • Goodyear, V. A., Armour, K. M., & Wood, H. (2019). Young people learning about health: the role of apps and wearable devices. Learning, Media and Technology, 44(2), 193-210.
  • Harris, J., Mishra, P., & Koehler, M. (2009). Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types : Curriculum-based Technology Integration Reframed. Journal of Research on Technology in Education, 41(4), 393–416.
  • Hensley, L. (2000). Current status of basic instruction programs in physical education at American colleges and universities. Journal of Physical Education, Recreation, and Dance, 71(9), 30-36.
  • Ignico, A., Corson, A., & Vidoni, C. (2006). The effects of an intervention strategy on children's heart rates and skill performance. Early Child Development and Care, 176(7), 753-761.
  • Ince, M. L. (2008). Use of a social cognitive theory-based physical-activity intervention on health-promoting behaviors of university students. Perceptual & Motor Skills, 107(3), 833–836.
  • Ince, M. L., & Ebem, Z. (2009). Role of exercise stages in self-reported health-promoting behaviors of a group of Turkish adolescents at transition to university. Perceptual & Motor Skills, 108(2), 399-404.
  • ISTE. (2015). International Society for Technology in Education (ISTE) Standards: Learning, teaching and leading in the digital age. Retrieved May 20, 2015, from http://www.iste.org/standards.
  • Jimoyiannis, A., Tsiotakis, P., Roussinos, D. & Siorenta, A. (2013). Preparing teachers to integrate web 2.0 in school practice: toward a framework for pedagogy 2.0. Australasian Journal of Educational Technology, 29(2), 248-267.
  • Junco, R., Elavsky, C. M., & Heiberger, G. (2013). Putting twitter to the test: Assessing outcomes for student collaboration, engagement and success. British Journal of Educational Technology, 44(2), 273–287. doi:10.1111/j.1467-8535.2012.01284.x
  • Keating, X. D., Wallace, J., Schafer, J., O'Connor, M., Shangguan, R., & Guan, J. (2012). Analyses of higher education conceptual physical education courses. Journal of Research in Health, Physical Education, Recreation, Sport & Dance, 7(2), 38-44.
  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge. Contemporary issues in technology and teacher education, 9(1), 60-70.
  • Kraftl, P., McKenzie, M., Gulson, K., Accioly, I., Blackmore, J., Burke, C., Clarke, D., Daniels, H., Fregoso Bailon, R. O., Goodyear, P., Goodyear, V., Gunasekara, I., Hartong, S., Hickman Dunne, J., Howard, S., Lupinacci, J., Mcphie, J., Mannion, G., Nxumalo, F., ... Wood, A. (2022). Learning spaces: built, natural and digital considerations for learning and learners. In S. Bugden, & G. Borst (Eds.), Education and the learning experience in Reimagining education: The International Science and Evidence based Education Assessment (pp. 452-547).
  • Kulinna, P.H., Warfield, W.W., Jonaitis, S., Dean, M. & Corbin, C. (2009). The progression and characteristics of conceptually based fitness/wellness courses at American universities and colleges Journal of American College Health, 58(2), 127-131
  • Li, G.S.F., Lu, F.J.H., & Wang, A.H.H. (2009). Exploring the relationships of physical activity, emotional intelligence and health in Taiwan college students. Journal of Exercise Science & Fitness, 7(1), 55-63.
  • Luke, J.K. & Morrissey, J.L. (2014). Integrating online pedagogy into kinesiology: service learning for kinesiology majors. Kinesiology Review, 3, 258-262
  • Madge, C., Meek, J., Wellens, J., & Hooley, T. (2009). Facebook, social integration and informal learning at university: It is more for socializing and talking to friends about work than for actually doing work. Learning, Media and Technology, 34(2), 141–155.
  • Maldari, M. M., Garcia, J. M., & Rice, D. J. (2021). The impact of health education on physical activity correlates in college students. Journal of American College Health, 1-6.
  • Marttinen, R., Daum, D., Fredrick III, R. N., Santiago, J., & Silverman, S. (2019). Students' perceptions of technology integration during the FIT unit. Research Quarterly for Exercise and Sport, 90(2), 206-216.
  • Miles, M. B., Huberman, A. M. (1994). An Expanded sourcebook: Qualitative data analysis. (2nd edition). Thousand Oaks, California: SAGE Publications, Inc.
  • Milroy, J. J., Orsini, M. M., D'Abundo, M. L., & Sidman, C. L. (2013). College Students' Perceived Wellness Among Online, Face-to-Face, and Hybrid Formats of a Lifetime Physical Activity and Wellness Course. American Journal of Health Education, 44(5), 252–258.
  • Mohnsen, B. (2012). Using Technology in Physical Education (8th ed.). Bonnies Fitware Inc.
  • Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea? Internet and Higher Education, 18, 15–23.
  • Müftüler, M., & İnce, M. L. (2015). Use of trans-contextual model-based physical activity course in developing leisure-time physical activity behavior of university students. Perceptual and Motor Skills, 121(1), 31–55. doi:10.2466/06.PMS.121c13x1
  • Patton, M. Q. (2002). Qualitative Research and Evaluation Methods (3rd ed.). Sage Publication: Thousand Oaks.
  • Ransdell, L.B., Rice, K., Snelson, C. & Decola, J. (2008). Online health-related fitness courses a wolf in sheep's clothing or a solution to some common problems? Journal of Physical Education Recreation and Dance, 79(1), 45-52.
  • Reeves, T. C. (2006). Design research from a technology perspective. In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational design research (pp. 52-66). London: Routledge.
  • Richey, R.C., Klein, J.D. & Nelson, W.A. (2004). Development research: Studies of Instructional Design and Development. In D. Jonassen, Handbook of Research for Educational Communications and Technology (2nd ed., pp. 1094-1130). Hillsdale: NJ: Lawrence Erbaum Associates.
  • Roblyer, M., McDaniel, M., Webb, M., Herman, J., & Witty, J. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. The Internet and Higher Education, 13(3), 134–140.
  • Romero, C., Ventura, S., & García, E. (2008). Data mining in course management systems: Moodle case study and tutorial. Computers and Education, 51(1), 368–384.
  • Rosen, Y., & Beck-hill, D. (2012). Intertwining digital content and a one-to-one laptop environment in teaching and learning: Lessons from the time to know program. Journal of Research on Technology in Education, 44(3), 225–241.
  • Roth, K. (2014). Technology for Tomorrow's Teachers. The Journal of Physical Education, Recreation & Dance, 85(4), 3–5.
  • Sargent, J., & Casey, A. (2020). Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time. European physical education review, 26(1), 70-84.
  • Schoonenboom, J. (2014). Using an adapted, task-level technology acceptance model to explain why instructors in higher education intend to use some learning management system tools more than others. Computers and Education, 71, 247–256.
  • Sidman, C.L., Fiala, K.A. & D'Abundo, M.L. (2011). Exercise motivation of college students in online, face-to-face, and blended basic studies physical activity and wellness course delivery formats. Journal of American College Health, 59(7), 662-664.
  • Strand, B., Egeberg, J., & Mozumdar, A. (2010). Health-related fitness and physical activity courses in US colleges and universities. Journal of Research in Health, Physical Education, Recreation, Sport & Dance, 5(2), 17-20.
  • Sugar, W. (2005). Instructional technologist as a coach: Impact of a situated professional development program on teachers' technology use. Journal of Technology and Teacher Education, 13(4), 547.
  • Sun, H. (2013). Impact of exergames on physical activity and motivation in elementary school students: A follow-up study. Journal of Sport and Health Science, 2(3), 138–145.
  • Van den Akker, J., Gravemeijer, K., & McKenney, S. (2006). Introducing educational design research. In Educational design research (pp. 15-19). Routledge.
  • Varank, I., & Ilhan, S. (2013). The Effects of Teachers' Educational Technology Skills on Their Classroom Management Skills. Online Submission, 3(4), 138-146.
  • Wang, F. & Hanafin, M.J. (2005). Design-based research and technology enhanced learning environment. Educational Technology Research and Development, 53(4), p.5-23.
  • Wankel, C., & Blessinger, P. (2013). Increasing student engagement and retention in e-learning environments: Web 2.0 and blended learning technologies (Vol. 6). Emerald Group Publishing.
  • Willig, C. (2013). Introducing Qualitative Research in Psychology 3rd ed. McGraw-Hill, NY.
  • Zenk, S. N., Schulz, A. J., Odoms-Young, A., Wilbur, J., Matthews, S. A., Gamboa, C. & Stokes, C. (2012). Feasibility of using global positioning systems (GPS) with diverse urban adults: Before and after data on perceived acceptability, barriers, and ease of use. Journal of Physical Activity & Health, 9(7), 924.
  • Zhang, T., Xiang, P., Gu, X., & Rose, M. (2016). College students' physical activity and health-related quality of life: An achievement goal perspective. Research Quarterly for Exercise and Sport, 87(2), 182-190.
Toplam 71 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Spor Hekimliği
Bölüm Teacher Education & Sport Pedagogy
Yazarlar

Kıvanç Semiz 0000-0003-3051-4814

Evrim Baran 0000-0002-1935-0188

Mustafa İnce 0000-0001-9860-4336

Yayımlanma Tarihi 20 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 13 Sayı: 3

Kaynak Göster

APA Semiz, K., Baran, E., & İnce, M. (2022). Restructuring a University Health-Related Physical Activity Course with Technology: A Design-Based Research. Pamukkale Journal of Sport Sciences, 13(3), 191-216. https://doi.org/10.54141/psbd.1166034
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