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Design and Validation of a Virtual Physical Education and Sport Science–Related Course: A Learner’s Engagement Approach

Learners’ engagement is shown to be a major predictor of learning, performance, and course completion as well as course satisfaction. It is easier to engage learners in a face-to-face teaching and learning format since the teacher can observe and interpret the learner’s facial expression and body la...

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Autores principales: Eswaramoorthi, Vijayamurugan, Kuan, Garry, Abdullah, Mohamad Razali, Abdul Majeed, Anwar P. P., Suppiah, Pathmanathan K., Musa, Rabiu Muazu
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9265633/
https://www.ncbi.nlm.nih.gov/pubmed/35805306
http://dx.doi.org/10.3390/ijerph19137636
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author Eswaramoorthi, Vijayamurugan
Kuan, Garry
Abdullah, Mohamad Razali
Abdul Majeed, Anwar P. P.
Suppiah, Pathmanathan K.
Musa, Rabiu Muazu
author_facet Eswaramoorthi, Vijayamurugan
Kuan, Garry
Abdullah, Mohamad Razali
Abdul Majeed, Anwar P. P.
Suppiah, Pathmanathan K.
Musa, Rabiu Muazu
author_sort Eswaramoorthi, Vijayamurugan
collection PubMed
description Learners’ engagement is shown to be a major predictor of learning, performance, and course completion as well as course satisfaction. It is easier to engage learners in a face-to-face teaching and learning format since the teacher can observe and interpret the learner’s facial expression and body language. However, in a virtual setting with the students sitting behind cameras, it is difficult to ascertain engagement as the students might be absent-mindedly attending the class. Henceforth, with the rapid transition to online learning, designing course content that could actively engage the students towards achieving the said elements is, therefore, necessary. We applied a data-driven approach in designing a virtual physical education and sport science–related course via a learner engagement model. A fully online course catering to 132 students that runs for a total of 14 weeks was used as a case study to develop the course. The study was conducted during the 2020/2021 academic year, which was the period of the peak COVID-19 pandemic in Malaysia. The delivery of the course content was implemented in stages to achieve three essential educational outcomes namely, skill and knowledge acquisition, and personal development as well as course satisfaction. We hypothesised that the developed learners’ engagement approach will promote the students’ acquisition of skills and knowledge and foster the personal development of the students through fitness improvement. It is also hypothesised that the students will be satisfied with the course developed upon successful completion. A chi-square analysis projected a statistically significant difference in the skill and knowledge acquisition before and after the programme (p < 0.001). A Wilcoxon rank-sum test demonstrated personal improvement in the overall fitness of the student upon completing the prescribed activity of the course content. Moreover, a total of 96.2%, 95.5% and 93.2% of students expressed their satisfaction with the clarity of the learning objectives, good organisational and course content plan, and appropriate workload of the course designed, respectively. There is sufficient evidence to accept all hypotheses formulated, and hence, we postulated that, since students spend more time outside the classroom, out-of-class learners’ engagement activity should be considered when designing a virtual course to promote lifelong learning, experience, and higher-order thinking. The techniques presented herein could be useful to academics, professionals, and other relevant stakeholders in developing virtual course content within a specific domain of interest.
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spelling pubmed-92656332022-07-09 Design and Validation of a Virtual Physical Education and Sport Science–Related Course: A Learner’s Engagement Approach Eswaramoorthi, Vijayamurugan Kuan, Garry Abdullah, Mohamad Razali Abdul Majeed, Anwar P. P. Suppiah, Pathmanathan K. Musa, Rabiu Muazu Int J Environ Res Public Health Article Learners’ engagement is shown to be a major predictor of learning, performance, and course completion as well as course satisfaction. It is easier to engage learners in a face-to-face teaching and learning format since the teacher can observe and interpret the learner’s facial expression and body language. However, in a virtual setting with the students sitting behind cameras, it is difficult to ascertain engagement as the students might be absent-mindedly attending the class. Henceforth, with the rapid transition to online learning, designing course content that could actively engage the students towards achieving the said elements is, therefore, necessary. We applied a data-driven approach in designing a virtual physical education and sport science–related course via a learner engagement model. A fully online course catering to 132 students that runs for a total of 14 weeks was used as a case study to develop the course. The study was conducted during the 2020/2021 academic year, which was the period of the peak COVID-19 pandemic in Malaysia. The delivery of the course content was implemented in stages to achieve three essential educational outcomes namely, skill and knowledge acquisition, and personal development as well as course satisfaction. We hypothesised that the developed learners’ engagement approach will promote the students’ acquisition of skills and knowledge and foster the personal development of the students through fitness improvement. It is also hypothesised that the students will be satisfied with the course developed upon successful completion. A chi-square analysis projected a statistically significant difference in the skill and knowledge acquisition before and after the programme (p < 0.001). A Wilcoxon rank-sum test demonstrated personal improvement in the overall fitness of the student upon completing the prescribed activity of the course content. Moreover, a total of 96.2%, 95.5% and 93.2% of students expressed their satisfaction with the clarity of the learning objectives, good organisational and course content plan, and appropriate workload of the course designed, respectively. There is sufficient evidence to accept all hypotheses formulated, and hence, we postulated that, since students spend more time outside the classroom, out-of-class learners’ engagement activity should be considered when designing a virtual course to promote lifelong learning, experience, and higher-order thinking. The techniques presented herein could be useful to academics, professionals, and other relevant stakeholders in developing virtual course content within a specific domain of interest. MDPI 2022-06-22 /pmc/articles/PMC9265633/ /pubmed/35805306 http://dx.doi.org/10.3390/ijerph19137636 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Eswaramoorthi, Vijayamurugan
Kuan, Garry
Abdullah, Mohamad Razali
Abdul Majeed, Anwar P. P.
Suppiah, Pathmanathan K.
Musa, Rabiu Muazu
Design and Validation of a Virtual Physical Education and Sport Science–Related Course: A Learner’s Engagement Approach
title Design and Validation of a Virtual Physical Education and Sport Science–Related Course: A Learner’s Engagement Approach
title_full Design and Validation of a Virtual Physical Education and Sport Science–Related Course: A Learner’s Engagement Approach
title_fullStr Design and Validation of a Virtual Physical Education and Sport Science–Related Course: A Learner’s Engagement Approach
title_full_unstemmed Design and Validation of a Virtual Physical Education and Sport Science–Related Course: A Learner’s Engagement Approach
title_short Design and Validation of a Virtual Physical Education and Sport Science–Related Course: A Learner’s Engagement Approach
title_sort design and validation of a virtual physical education and sport science–related course: a learner’s engagement approach
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9265633/
https://www.ncbi.nlm.nih.gov/pubmed/35805306
http://dx.doi.org/10.3390/ijerph19137636
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