Multimedia Blogging in Physical Education: Effects on Student Knowledge and ICT Self-Efficacy

Autor/inn/en	Papastergiou, Marina; Gerodimos, Vassilis; Antoniou, Panagiotis
Titel	Multimedia Blogging in Physical Education: Effects on Student Knowledge and ICT Self-Efficacy
Quelle	In: Computers & Education, 57 (2011) 3, S.1998-2010 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.05.006
Schlagwörter	Web Sites; Research Design; Physical Education; Team Sports; Electronic Publishing; Self Efficacy; Physical Education Teachers; Undergraduate Students; Feedback (Response); Comparative Analysis; Investigations; Questionnaires + Suchen Sie Ihr Suchwort? Web-Design; Forschungsdesign; Körpererziehung; Sportunterricht; Mannschaftssport; Elektronisches Publizieren; Self-efficacy; Selbstwirksamkeit; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Untersuchung; Fragebogen
Abstract	The main idea behind this study was to explore the educational potential of multimedia blogging for academic disciplines such as Physical Education (PE) that are not heavily based on written discourse and where multiple representations are important in learning. A class blog was utilized as a means for PE students to reflect on and showcase their performances of four specific basketball skills, through creating multimedia posts on these skills and receiving comments from their instructors, peers and an external expert. The effectiveness of multimedia blogging was evaluated, in terms of the acquisition of knowledge of the specific basketball skills and the self-efficacy in Information and Communication Technologies (ICT), as compared to that of an equivalent multimedia website which lacked the blogging component. Students' responses to the blogging activity were also investigated. The sample were 70 undergraduate PE students who were assigned to two groups, one of which used the class blog (Group A, N = 35) and the other one the website (Group B, N = 35), both for 11 weeks. The study followed a pretest/posttest experimental design, taking before and after measurements of each group through written questionnaires. Participation in the blogging activity did have a positive impact on students' ICT self-efficacy, given that Group A students exhibited significant gains in Internet self-efficacy as well as in multimedia processing and blogging self-efficacy, whereas those of Group B did not. Students' responses to the blogging activity were also positive. However, within both groups no significant increase was found in students' knowledge of the basketball skills. The implications of the findings for higher education and future research are discussed. (Contains 7 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10