Sato Takahiro, Haegele Justin A, Foot Rachel
1 Kent State University.
2 Old Dominion University.
Adapt Phys Activ Q. 2017 Apr;34(2):162-178. doi: 10.1123/apaq.2016-0002.
The purpose of this study was to investigate in-service physical education (PE) teachers' experiences during online adapted physical education (APE) graduate courses. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology using an explanatory case study design. The participants (6 female and 3 male) were in-service PE teachers enrolled in an online graduate APE endorsement program. Data collection included journal reflection reports and face-to-face interviews. A constant comparative method was used to interpret the data. Three interrelated themes emerged from the participants' narratives. The first theme, instructor communication, exposes the advantages and disadvantages the participants perceived regarding communication while enrolled in the online APE graduate courses. The second theme, bulletin board discussion experiences, described participants' perceptions of the use of the bulletin board discussion forum. Lastly, the final theme, assessment experiences, described how the participants learned knowledge and skills through online courses related to assessment and evaluation.
本研究旨在调查在职体育教师在在线适应性体育（APE）研究生课程中的经历。基于成人教育学理论（成人学习理论），我们采用了描述性定性方法，并运用了解释性案例研究设计。参与者（6名女性和3名男性）为参加在线研究生APE认证项目的在职体育教师。数据收集包括日志反思报告和面对面访谈。采用持续比较法对数据进行解读。从参与者的叙述中出现了三个相互关联的主题。第一个主题是教师沟通，揭示了参与者在参加在线APE研究生课程时对沟通的优缺点的看法。第二个主题是公告板讨论经历，描述了参与者对公告板讨论论坛使用的看法。最后，最后一个主题是评估经历，描述了参与者如何通过与评估和评价相关的在线课程学习知识和技能。
