Sport Management Online Education: A View Toward
Description: Sport Management Online Education: A View Toward the Future Robert Case, PhD Sport Management Program Old Dominion University Norfolk, Virginia 23529 rcaseodu.edu 757-469-9695 cell text History Online education first started out as
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slide1. Sport Management Online Education: A View Toward the Future Robert Case, PhD
Sport Management Program
Old Dominion University
Norfolk, Virginia 23529
rcase@odu.edu
757-469-9695 cell & text<br>
slide2. History Online education first started out as distance learning or correspondence courses where students were mailed books and study guides. This was before the internet. Quality control of these courses was very difficult to manage.
This presenter remembers teaching a Sport and Society course through Montana State University back in the 1980s where lectures were video taped and send to libraries throughout Montana along with a textbook and study guide. Once a week a conference call would take place with the instructor and students throughout the state. The power of technology was realized even back in those days as top sport figures from throughout the United States could be brought into the conference call discussions with the class.
Sometimes the course instructor would travel to locations throughout Montana where students were gathered to meet the students and conduct the conference call from their location. This “personal touch” was very valuable in adding a personal side to the class.
Some years later the same instructor was introduced to Teletechnic Satellite technology where classes could be taught in a classroom and beamed out to students who were located many miles away at Teletechnic Centers. This method of instruction was useful in offering classes to Navy personnel who were stationed on aircraft carriers throughout the world. Then came the internet and online education as we know it. Student can now go online to watch and interact with class in a variety of ways.<br>
slide3. The Times They Are A Changing More and more online sport management programs (undergraduate and graduate) are being added with each passing year.
Some of the online programs have a residency requirement. Some of the online programs are online but still meet face to face via technology (e.g., Zoom, WebEx).<br>
slide4. The Times They Are A Changing Some of the programs are Blackboard or Canvas based and include powerpoint slides, audio capabilities, videos, discussion boards, blogs, textbook readings, case studies, chapter review questions, application questions, group presentations, interactive exercises, etc.
Some of the programs have a PLE learning environment where a written narrative is developed and content is provided along with a series of assignments that are timeline and deadline oriented. Changes can be made to the PLE environment very quickly. Faculty training and IT support can be streamlined when compared to traditional Blackboard online classes.<br>
slide5. The Times They Are A Changing Newer online formats combine all of the above along with high tech interactive lessons and exercises, e-books, study guides, and learning activities. Some of the classes meet face to face online while others don’t meet in person at any point.<br>
slide6. Advantages of Online Classes Convenient for the students. They are flexible and can be used through laptops, I pads, I-phones, and other mobile devices.
Online courses can be offered anytime and anywhere.
They can be cost effective (particularly internet based courses). No brick and mortar required.
Power of technology and the internet are at your fingertips. Anything you can do in a face to face (on campus) class can be done online.
With online timelines and deadlines for the students, they tend to read the materials and complete assignments in a timely manner.<br>
slide7. Advantages of Online Classes Online courses free up space for on campus classes.
You can teach online classes right out of your home any semester including summer.
Some programs even have a rolling online course where you can start the course anytime.
Online courses can provide funding for faculty travel, etc.
Larger enrollments can be scheduled for online courses and the enrollment cap can go beyond 30.
You may recruit students who you would not otherwise be attracted to your program from out of state.<br>
slide8. Advantages of Online Classes Can fee up time for faculty at research universities to conduct their research.
Etc.<br>
slide9. Disadvantages of Online Classes Online programs are often driven by money.
Sport management can be turned into a “cash cow” major.
Adjuncts may be the primary teachers in an online program if an on campus program also exists.
Undergraduate online programs may be dumping grounds for athletics.
Faculty class schedules can be negatively affected because programs that offer both on campus and online sport management courses may not have enough full-faculty to teach both online and on campus.<br>
slide10. Disadvantages of Online Classes Academic standards may be lowered to admit online students who do not qualify for regular on campus admission.
Some students live in campus dorms but take online classes.
Online classes can be suspect if a separate distance learning department does not exist to oversee the development and quality control of online courses.<br>
slide11. Disadvantages of Online Classes Technical problems may occur from time to time. You must have an excellent IT support staff.
Some full-time faculty are resistant to teaching online classes.
The faculty teaching load for online classes may not be the same as on campus classes.
Developing an excellent online sport management curriculum and courses does take time and effort.
Training of online instructors does take time and money. They must know how to use Blackboard and other online platforms as well as delivery methods.<br>
slide12. Disadvantages of Online Classes Recruiting students for online graduate programs may be difficult because Athletic Department GAs may only be available as on campus students.
Internships and event planning courses offered online need to be creative in order to effectively place and evaluate students.<br>
slide13. Disadvantages of Online Classes The personal touch is missing with online programs. Sometimes you may have students who you will never see face to face and they will still graduate.
Body language and face to face interaction is lacking in many online programs.
To actively advertise online programs, it can be difficult and expensive through search engine optimization methods.<br>
slide14. The Reality of Online Education Research suggests that student performance, knowledge, and outcomes are similar between online and on campus courses.
Online programs are here to stay and they will become more prevalent with each passing year.
The slogan now becomes: “If you snooze, you lose” as you may be left behind in terms of online offerings.
A institutional philosophy toward online education needs to be established by the university.
How does online education fit into the strategic plan of the university and the values of the department?<br>
slide15. The Reality of Online Education Online education can be a breeding ground for scams.
In other disciplines, online scams have been prevalent where students were cheated out of money and a quality education.
High standards for online programs must be maintained and the “cash cow” syndrome with low standards must be avoided.<br>
slide16. What Can COSMA Do? It can serve to be a steading influence in the online program chaos that will likely surface in future years.
Continue to place online programs on the accreditation radar.
COSMA can recognize that there are some differences between online and on campus sport management courses and curriculums.
Eventually COSMA can think about establishing online program rubrics, checklists, policies, and even forming a sub-committee to look at possible accreditation issues related to online programs in sport management.<br>
slide17. References Bernard, R., Abrami, P., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P., Fiset, M., & Huang, B.
(2004). How does distance education compare with classroom instruction? A meta-analysis of empirical
literature. Review of Educational Research, 74, 379-439.
Bennett, G. (2002). Web-based instruction in sport management. Sport Management Review, 5(1), 45-68.
Bennett, G., Green, F. (2001). Promoting service learning via online instruction. College Student Journal, 491-
497.
Feintuch, H. (2010). Keeping their distance. Diverse: Issues in Higher Education, 27(3), 20.
Harrington, D. (1999). Teaching statistics: A comparison of traditional classroom and programmed
instruction/distance learning approaches. Journal of Social Work Education, 35(3), 343-352.
Harris, D., & Parrish, D. (2006). The art of online teaching: Online instruction versus in-class instruction.
Journal of Technology in Human Services, 24(2/3), 105-117.
Quillen, I. (2010). E-learning delivery debated. Education Week, 29(30), 5.
Toch, T. (2010). In an era of online learning, schools still matter. Phi Delta Kappan, 91(7), 72-73.
Zhao, Y., Lei, J., Yan, B., Lai, C., & Tan, H.S. (2005). What makes the difference? A practical analysis of
research on the effectiveness of distance education. Teachers College Record, 107, 1836-1884.<br>
Sport Management Program
Old Dominion University
Norfolk, Virginia 23529
rcase@odu.edu
757-469-9695 cell & text<br>
slide2. History Online education first started out as distance learning or correspondence courses where students were mailed books and study guides. This was before the internet. Quality control of these courses was very difficult to manage.
This presenter remembers teaching a Sport and Society course through Montana State University back in the 1980s where lectures were video taped and send to libraries throughout Montana along with a textbook and study guide. Once a week a conference call would take place with the instructor and students throughout the state. The power of technology was realized even back in those days as top sport figures from throughout the United States could be brought into the conference call discussions with the class.
Sometimes the course instructor would travel to locations throughout Montana where students were gathered to meet the students and conduct the conference call from their location. This “personal touch” was very valuable in adding a personal side to the class.
Some years later the same instructor was introduced to Teletechnic Satellite technology where classes could be taught in a classroom and beamed out to students who were located many miles away at Teletechnic Centers. This method of instruction was useful in offering classes to Navy personnel who were stationed on aircraft carriers throughout the world. Then came the internet and online education as we know it. Student can now go online to watch and interact with class in a variety of ways.<br>
slide3. The Times They Are A Changing More and more online sport management programs (undergraduate and graduate) are being added with each passing year.
Some of the online programs have a residency requirement. Some of the online programs are online but still meet face to face via technology (e.g., Zoom, WebEx).<br>
slide4. The Times They Are A Changing Some of the programs are Blackboard or Canvas based and include powerpoint slides, audio capabilities, videos, discussion boards, blogs, textbook readings, case studies, chapter review questions, application questions, group presentations, interactive exercises, etc.
Some of the programs have a PLE learning environment where a written narrative is developed and content is provided along with a series of assignments that are timeline and deadline oriented. Changes can be made to the PLE environment very quickly. Faculty training and IT support can be streamlined when compared to traditional Blackboard online classes.<br>
slide5. The Times They Are A Changing Newer online formats combine all of the above along with high tech interactive lessons and exercises, e-books, study guides, and learning activities. Some of the classes meet face to face online while others don’t meet in person at any point.<br>
slide6. Advantages of Online Classes Convenient for the students. They are flexible and can be used through laptops, I pads, I-phones, and other mobile devices.
Online courses can be offered anytime and anywhere.
They can be cost effective (particularly internet based courses). No brick and mortar required.
Power of technology and the internet are at your fingertips. Anything you can do in a face to face (on campus) class can be done online.
With online timelines and deadlines for the students, they tend to read the materials and complete assignments in a timely manner.<br>
slide7. Advantages of Online Classes Online courses free up space for on campus classes.
You can teach online classes right out of your home any semester including summer.
Some programs even have a rolling online course where you can start the course anytime.
Online courses can provide funding for faculty travel, etc.
Larger enrollments can be scheduled for online courses and the enrollment cap can go beyond 30.
You may recruit students who you would not otherwise be attracted to your program from out of state.<br>
slide8. Advantages of Online Classes Can fee up time for faculty at research universities to conduct their research.
Etc.<br>
slide9. Disadvantages of Online Classes Online programs are often driven by money.
Sport management can be turned into a “cash cow” major.
Adjuncts may be the primary teachers in an online program if an on campus program also exists.
Undergraduate online programs may be dumping grounds for athletics.
Faculty class schedules can be negatively affected because programs that offer both on campus and online sport management courses may not have enough full-faculty to teach both online and on campus.<br>
slide10. Disadvantages of Online Classes Academic standards may be lowered to admit online students who do not qualify for regular on campus admission.
Some students live in campus dorms but take online classes.
Online classes can be suspect if a separate distance learning department does not exist to oversee the development and quality control of online courses.<br>
slide11. Disadvantages of Online Classes Technical problems may occur from time to time. You must have an excellent IT support staff.
Some full-time faculty are resistant to teaching online classes.
The faculty teaching load for online classes may not be the same as on campus classes.
Developing an excellent online sport management curriculum and courses does take time and effort.
Training of online instructors does take time and money. They must know how to use Blackboard and other online platforms as well as delivery methods.<br>
slide12. Disadvantages of Online Classes Recruiting students for online graduate programs may be difficult because Athletic Department GAs may only be available as on campus students.
Internships and event planning courses offered online need to be creative in order to effectively place and evaluate students.<br>
slide13. Disadvantages of Online Classes The personal touch is missing with online programs. Sometimes you may have students who you will never see face to face and they will still graduate.
Body language and face to face interaction is lacking in many online programs.
To actively advertise online programs, it can be difficult and expensive through search engine optimization methods.<br>
slide14. The Reality of Online Education Research suggests that student performance, knowledge, and outcomes are similar between online and on campus courses.
Online programs are here to stay and they will become more prevalent with each passing year.
The slogan now becomes: “If you snooze, you lose” as you may be left behind in terms of online offerings.
A institutional philosophy toward online education needs to be established by the university.
How does online education fit into the strategic plan of the university and the values of the department?<br>
slide15. The Reality of Online Education Online education can be a breeding ground for scams.
In other disciplines, online scams have been prevalent where students were cheated out of money and a quality education.
High standards for online programs must be maintained and the “cash cow” syndrome with low standards must be avoided.<br>
slide16. What Can COSMA Do? It can serve to be a steading influence in the online program chaos that will likely surface in future years.
Continue to place online programs on the accreditation radar.
COSMA can recognize that there are some differences between online and on campus sport management courses and curriculums.
Eventually COSMA can think about establishing online program rubrics, checklists, policies, and even forming a sub-committee to look at possible accreditation issues related to online programs in sport management.<br>
slide17. References Bernard, R., Abrami, P., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P., Fiset, M., & Huang, B.
(2004). How does distance education compare with classroom instruction? A meta-analysis of empirical
literature. Review of Educational Research, 74, 379-439.
Bennett, G. (2002). Web-based instruction in sport management. Sport Management Review, 5(1), 45-68.
Bennett, G., Green, F. (2001). Promoting service learning via online instruction. College Student Journal, 491-
497.
Feintuch, H. (2010). Keeping their distance. Diverse: Issues in Higher Education, 27(3), 20.
Harrington, D. (1999). Teaching statistics: A comparison of traditional classroom and programmed
instruction/distance learning approaches. Journal of Social Work Education, 35(3), 343-352.
Harris, D., & Parrish, D. (2006). The art of online teaching: Online instruction versus in-class instruction.
Journal of Technology in Human Services, 24(2/3), 105-117.
Quillen, I. (2010). E-learning delivery debated. Education Week, 29(30), 5.
Toch, T. (2010). In an era of online learning, schools still matter. Phi Delta Kappan, 91(7), 72-73.
Zhao, Y., Lei, J., Yan, B., Lai, C., & Tan, H.S. (2005). What makes the difference? A practical analysis of
research on the effectiveness of distance education. Teachers College Record, 107, 1836-1884.<br>