Review of online learning in physical education teacher education (PETE) program

Abstract

Online Education in Physical Education Teacher Education (PETE) is discussed continuously on its implication for quality of the education (Goad & Jones, 2017). The purpose of this study is to review the studies on the online learning effectiveness in universities and PETE programs addressing three questions: (a) what is the rationale for using this teaching environment in terms of satisfaction, cost effectiveness and general effectiveness, (b) what do experts and research studies say regarding the best practice in creating an online environment, and finally, and (c) what direction should one take to infuse disability concepts in PETE program via online supplement. Relevant research regarding on online education was found by searching the Educational Resources Information Center (ERIC) for primary research material. 11,503 studies were searched by searching term “ online instruction”. Similarly, 12,359 studies were found with “distance education”, and 2,934 studies were searched with “e-learning”. The findings of review show that online learning could be seen as effective as face-to-face learning in cognitive performance and student satisfaction. However, it claims that the extra time that both teachers and learners put in for a course in an online environment, excludes online education from being undervalued as a second-rate education. To develop a successful online learning environment, several aspects need to be considered such as, curriculum development for online education, faculty training and support, and student support. More specifically, online PETE online modules should be designed on enhancing not only understand the content area but also provide rich experiences to prepare future PE teahers.