EVALUATING THE EFFICACY OF ONLINE SPORTS PROFESSIONAL DEVELOPMENT ON FACULTY MEMBERS' ENGAGEMENT AND CONFIDENCE
DOI:
https://doi.org/10.61841/djjbkn65Keywords:
Online Learning Opportunities, Undergraduate Learners in Sports Studies, Physical Education and Athletics, Readiness.Abstract
This research aimed to examine the relationship between physical education and sports teachers' subject knowledge of web-technological pedagogy and their readiness to participate in online learning. The participants included instructors from a range of demographics, including gender, school level, and tenure. Techniques: A total of 180 PE and high school instructors generously offered their time to the study. Data was collected for the study using a researcher-developed form as well as the Web-Technological Pedagogy Content Knowledge Scales and the Online Learning Readiness Scales. Participants demonstrated a high degree of expertise and readiness for online learning, according to research in web-technological pedagogy. Despite no statistically significant difference in subject knowledge of web-technological pedagogy or service time characteristics, the results demonstrated that women were more prepared for online learning. Additional research found a positive correlation between having a firm grasp of web-technological pedagogy topics and being prepared to study online. Finally, it was shown that understanding web-technological pedagogy accounted for 38% of the variance in readiness for online learning. Online learning, physical education, and internet literacy are among the key topics, along with familiarity with web-technological pedagogy. Recent years have seen a plethora of studies devoted to the concept of "technological readiness and online learning self-efficacy" across several disciplines. The vast majority of studies that have looked at this issue have shown a negative correlation between the two factors.
References
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