Comparison between Synchronous and Asynchronous Instructional Delivery Method of Training Programme on In-Service Physical Educators' Knowledge

Autor/inn/en	Emmanouilidou, Kyriaki; Derri, Vassiliki; Antoniou, Panagiotis; Kyrgiridis, Pavlos
Titel	Comparison between Synchronous and Asynchronous Instructional Delivery Method of Training Programme on In-Service Physical Educators' Knowledge
Quelle	In: Turkish Online Journal of Distance Education, 13 (2012) 4, S.193-208 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-6488
Schlagwörter	Teaching Methods; Control Groups; Experimental Groups; Asynchronous Communication; Physical Education Teachers; Inservice Teacher Education; Comparative Analysis; Foreign Countries; Educational Technology; Intervention; Questionnaires; Computer Uses in Education; Elementary School Teachers; Knowledge Level; Greece + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerfortbildung; Ausland; Unterrichtsmedien; Fragebogen; Computernutzung; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Griechenland
Abstract	The purpose of the study was to compare the influences of a training programme's instructional delivery method (synchronous and asynchronous) on Greek in-service physical educators' cognitive understanding on student assessment. Forty nine participants were randomly divided into synchronous, asynchronous, and control group. The experimental groups participated in the same training programme with different online instructional method. The control group received no intervention. A 17-item questionnaire was completed before and after programme implementation by the entire sample. A two-way analysis of variance with repeated measures on the last factor was used for data analysis. The methods x measures interaction effect were significant. Both experimental groups, unlike the control, presented a similar significant increase in their understanding. Conclusively, synchronous and asynchronous instructional approaches of a training programme enhance equally Greek physical educators' cognitive understanding. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10