Challenges Encountered by Physical Education Teachers

on Blended Learning Approach in Physical Education in

times of Covid 19 Pandemic
Geen Ann J. Rosell geenann.rosell@gmail.com 1Kalilangan National High School, 1Kalilangan, Bukidnon,
8718 Philippines

Abstract The study aimed to explore the challenges encountered by Physical

Education Teachers on Blended Learning Approach in Physical Education in times of
COVID-19 Pandemic. The challenges encountered was brought due to the emergence
of COVID-19 Pandemic. The research is qualitative in nature and used descriptive
narrative method which primarily aimed to gain understanding of the challenges
encountered by Physical Education Teachers on Blended Learning Approach in
Physical Education in times of COVID-19 Pandemic. The participants of the study were
purposively selected. The Teachers teaching Physical Education subjects participated
in an interactive interview and answered the questions in the interview schedule which
was the semi-loosely structured interview. The Inductive Thematic Approach was
adapted utilizing the steps in Colaizzi Method to interpret the narrative account of the
informants on challenges encountered by Physical Education Teachers on Blended
learning approach in times of COVID-19 Pandemic. Based on the result of the study,
the following themes had been generated: First, the Teaching- Learning Experiences in
which they had encountered Lack of Parental Support and Involvement, Lack of
Communication and Comprehension, Poor Quality of Outputs. Second, is the Technical
Support which includes having Poor Internet Connection, Unavailability of Technological
Gadgets and Poor Technical Literacy. With regards to the challenges encountered a
Proposed Intervention Plan may be utilized.
Conclusion This study proves that this COVID -19 pandemic caused teacher to
experience difficulties on Blended learning Approach in Physical Education. Indeed,
every narrative accounts of the informants are a text to be read which attempted to
ascertain the multiple facets of the challenges encountered by the Physical Education
Teachers on Blended Learning Approach in Physical Education in times of COVID-19
Pandemic. It also turned out that these challenges encountered by the teachers can be
address through an Intervention Program.

Distance Learning in Physical

Education: Hindsight Is 2020 — Part 3
  Faculty readiness for online crisis teaching: Transitioning to online teaching
during the COVID-19 pandemic. European Journal of Teacher
Education , 43 (4), 523–541.
This mixed-methods study was designed to measure and elaborate constructs of faculty
online readiness from pre- COVID-19 pandemic literature. Bringing together the
validation of a scale to measure these constructs and insights from a focus group,
findings suggest that the negative connotations of risk-taking and making mistakes
while learning to teach online seem to have been mitigated by a combination of affective
factors such as humility, empathy, and even optimism. Teacher educators explained
that transitioning online in a context of a crisis contorts normal longitudinal perceptions
of preparation and readiness. This new sense of temporality was connected to
unexpected benefits of bringing them into partnership with their students. However,
quantitative and qualitative results are interpreted to show that assessing students’
equitable access to online learning and managing the demands of scholarship and
university-based and academic community service duties are areas in need of attention
from professional development designers and policy makers.
 Daum, D. N., Goad, T., Killian, C. M., & Schoenfield, A. (2021/this issue). How do
we do this? Distance learning in physical education – Part 1. Journal of Physical
Education, Recreation, & Dance, 92(4), 5–10.
https://doi.org/10.1080/07303084.2021.188683
Part 1. The COVID-19 pandemic has been a source of stress and anxiety to
physical educators. This is likely due to school schedule changes, job
security, balancing work and family commitments, and trying to navigate how
to teach physical education in a distance learning format. Governments,
schools, teachers, and families have been navigating the complexity of the
mass shift to distance learning. The purpose of this feature is to address
some frequently asked questions about teaching physical education remotely.
Specifically, this article addresses meeting the needs of low-income students,
at-home equipment strategies, teaching elementary physical education
remotely, parent/guardian engagement, and building and maintaining
relationships online. The social connectedness between teacher-student and
student-student, which is inherently lacking in distance learning, is an
important consideration for teachers. It is essential that teachers address the
social needs for themselves and their students during remote teaching and
learning. To adequately address each question, connections to research are
made in addition to identifying best practices and instructional resources.
Although the pandemic has created uncertain times, educators are resilient
and will find a way to overcome barriers to meet the needs of their learners to
achieve quality learning outcomes.
Part 2. Distance learning is something many physical educators never
thought they would have to do, given the practical and philosophical
contradictions inherent in teaching and learning movement-based content
through a computer. Yet, the COVID-19 pandemic has forced most physical
education teachers to transition to distance learning modalities. Questions
abound regarding the maintenance of quality physical education within the
generally unfamiliar online teaching and learning environment. Therefore, the
purpose of this three-part series of articles is to address common questions
from teachers and students about providing engaging, meaningful online
physical education during the pandemic and beyond. The first article focuses
on questions related to meeting the needs of low-income students, strategies
for at-home equipment, teaching online elementary physical education,
engaging parents, and online relationship building. This article answers
questions about determining student workload, developing content beyond
personal fitness, designing engaging synchronous and asynchronous lessons,
assessing meaningfully online, and accommodating learning for all students.
Finally, the third article provides discussion about the broader impact of the
COVID-19 pandemic on teaching and learning in physical education and
offers strategies for transitioning back to face-to-face learning. The ideas and
strategies provided throughout this series are meant to be general guidelines
for physical education teachers to consider and adjust to fit their own unique
community contexts.
 Flores, M. A. (2020). Preparing Teachers to Teach in Complex Settings:
Opportunities for Professional Learning and Development. European Journal of
Teacher Education , 43 (3), 297–300.
https://doi.org/10.1080/02619768.2020.1771895 
The papers included in this issue point to the importance of understanding the
experiences of (student) teachers in terms of professional learning and
development as well as the characteristics, tasks and strategies used in both
initial and in-service teacher education programs. They highlight, in one way
or another, the need to consider the context as well as the role and
characteristics of the (student) teachers if relevant professional learning
opportunities are to be enhanced. Transforming teacher education needs,
therefore, to consider that ‘Teachers should be able to develop and maintain a
mindset and a practical approach which are based on reflection and inquiry,
and focused on ongoing professional development’ (European
Commission Citation2015, 3). As such, understanding the nature and effects
of opportunities for professional learning entails not only the need to consider
the political, social and cultural context (Flores Citation2016) but also
 prevailing definitions of teacher professionalism in (initial and in-service)
teacher education programs.
 Goad, T., Towner, B., Jones, E., & Bulger, S. (2019). Instructional tools in online
PE: Using mobile technologies to enhance learner experiences. Journal of
Physical Education, Recreation & Dance, 90(6), 40–47.
https://doi.org/10.1080/07303084.2019.1614118
The growth of the Internet and related technologies has resulted in changes in
education and society that have placed new demands on teachers. Online
physical education (OLPE) presents a unique set of challenges in translating
traditional face-to-face courses to a digital space. The delivery of OLPE has
been met with skepticism, given the inherent difficulty in conceptualizing the
effective instruction and assessment of physical activity in an online setting.
Despite these concerns, OLPE continues to become more prevalent. Most
states now allow physical education credits to be earned online and have
passed legislation mandating completion of an online course, regardless of
subject, as a high school graduation requirement. It is critical that physical
educators who are providing these learning experiences develop proficiency
in online pedagogy and the use of supporting technologies. The purpose of
this article is to describe the functionality of innovative technologies for use in
OLPE, including recommendations for their integration into professional
practice. The features, functions and potential applications of physical
activity/fitness trackers, mobile fitness applications, and mobile exergames
are discussed.

Effects of Blended Learning in Physical Education

among University Students: A Systematic Review
 Lin, Y.-N.; Hsia, L.-H.; Sung, M.-Y.; Hwang, G.-H. Effects of Integrating Mobile
Technology-Assisted Peer Assessment into Flipped Learning on Students’
Dance Skills and Self-Efficacy. Interact. Learn. Environ. 2019, 27, 995–1010
Dance courses aim to not only intensify learners’ dance skills, but also
cultivate their personal dancing features, self-confidence, self-reflection ability,
creative power, appreciation ability, to name just a few, in order to attain much
higher level artistic performance. In the present study, an approach which
integrates mobile peer assessment into flipped learning is proposed.
Moreover, a 9-week experiment was conducted to explore the effects of the
approach on students’ dance skills, self-efficacy, and learning satisfaction.
The results indicated that the students learning with the integrated mobile
 peer assessment and flipped learning approach had better dance skills than
those learning with the conventional flipped learning approach and traditional
instruction. In terms of self-efficacy, the students learning with the
conventional flipped learning approach outperformed those learning with the
proposed approach and traditional instruction. In terms of learning
satisfaction, the conventional flipped learning approach outperformed the
traditional instruction. Discussion and suggestions are provided accordingly. It
is suggested that teachers who want to incorporate flipped learning into dance
courses may decide whether to combine peer assessment according to the
teaching objectives.
 Liu, M.; Shi, Y.; Pan, Z.; Li, C.; Pan, X.; Lopez, F. Examining Middle School
Teachers’ Implementation of a Technology-Enriched Problem-Based Learning
Program: Motivational Factors, Challenges, and Strategies. J. Res. Technol.
Educ. 2021, 53, 279–295.
Literature has documented the benefits of problem-based learning (PBL), but
also shown significant barriers to using PBL in K–12 education. Yet, the research
describing why and how K–12 teachers implement PBL is insufficient. In this
qualitative study, using semi-structured interviews, we investigate why 25 middle
school teachers chose to implement a technology-enriched PBL program,
challenges they encountered, and facilitation strategies they used to address
those challenges. The findings of this study showed that teachers were motivated
not only by PBL's alignment with their beliefs, but by their students' positive
learning outcomes. The interviews revealed two significant pedagogical
challenges for teachers: (a) knowing when to let go of control as opposed to
when to step in to facilitate, and (b) determining how to provide additional support
to students with special needs. Nine types of facilitation strategies to deal with
these challenges were identified.
 Papastergiou, M.; Natsis, P.; Vernadakis, N.; Antoniou, P. Introducing
Tablets and a Mobile Fitness Application into Primary School Physical
Education. Educ. Inf. Technol. 2021, 26, 799–816.

The aim of this study was to assess the impact of the integration of tablets and
a mobile application for fitness development into a PE lesson in primary
education, in schools that did not apply a ‘one tablet per child’ policy, on
students’ intrinsic motivation for the PE lesson. Four 5th grade and four 6th
grade classes (145 students aged 10–12 years) were assigned either to an
experimental or a control group. The experimental group used 4 tablets and
an age-appropriate, kid-friendly fitness app, whereas the control group did the
same fitness program without technology. Students’ intrinsic motivation for
the PE lesson attended was assessed in both cases through anonymous
questionnaires. The experimental group students reported a higher level of
interest and enjoyment than the control group students, although students’
perceived effort, perceived competence and feeling of pressure did not differ
significantly between the two groups. The experimental lesson proved to be
equally motivational for both boys and girls, and for both 5th and 6th graders.
In the experimental lesson, the students particularly appreciated the
usefulness of the activity for their body, certain features of the app used and
that they trained in subgroups, whereas the PE teachers were freed from the
duty of repeatedly demonstrating exercises and had more time to provide
individualized feedback to students.
 Xie, X.; Ward, P.; Oh, D.; Li, Y.; Atkinson, O.; Cho, K.; Kim, M. Preservice
Physical Education Teacher’s Development of Adaptive Competence. J.
Teach. Phys. Educ. 2020, 40, 538–546.
This study had two purposes. One purpose was to explore preservice physical
education teachers’ development of adaptive competence in six core practices during
planning and teaching in physical education. The second purpose was to understand
how rehearsals and repeated teaching as two pedagogies of practice-based teacher
education were perceived by preservice teachers in their development of adaptive
competence. Methods: This was a mixed-methods study using descriptive analysis to
analyze data collected from lesson plans and a collective case study to analyze
semistructured interviews. Findings: Preservice teachers made the most adaptations in
the core practices of coordinating and adjusting instruction, establishing rules and
routines, and providing precise instruction. Rehearsals and repeated teaching were
perceived as effective strategies to facilitate the development of adaptive competence in
teaching. Conclusions: Findings are discussed in terms of three contemporary teacher
education conceptualizations: (a) adaptive competence, (b) core practices in physical
education, and (c) practice-based teacher education pedagogies.
 Aji, C.A.; Khan, M.J. The Impact of Active Learning on Students’ Academic
Performance. Open J. Soc. Sci. 2019, 7, 204–211.

The empirical assessments of the traditional teaching approach of lecturing in the

undergraduate classroom indicate its ineffectiveness in the learning process. This traditional
pedagogy has been identified as one of the major reasons adversely impacting student
engagement and motivation, especially in the science, technology, engineering and
mathematics (STEM) fields. Research on learning provides strong evidence that active-learning
can have a positive impact on student learning outcomes. The biggest challenge with
incorporating active-learning strategies in the classroom is the time constraint of the traditional
class period. One of the approaches that is finding increasing acceptance among educators is
the use of the flipped classroom. This paper shares details of the impact of active-learning on
academic achievement of students from groups underrepresented in STEM in introductory
mathematics and aerospace engineering courses. The results indicated that the performance of
students who took the courses with the active learning improved.

 Behzadnia, B.; Adachi, P.J.; Deci, E.L.; Mohammadzadeh, H. Associations

between Students’ Perceptions of Physical Education Teachers’
Interpersonal Styles and Students’ Wellness, Knowledge, Performance, and
Intentions to Persist at Physical Activity: A Self-Determination Theory
Approach. Psychol. Sport Exerc. 2018, 39, 10–19.
In the current research, we took an SDT-based approach to examining whether teachers'
interpersonal styles were associated with college students' PE outcomes via students'
psychological needs and types of motivation. Overall, our hypotheses were supported, as
the results showed that students' perceptions of their teachers' autonomy support were
positively related to students' basic need satisfaction and autonomous motivation, and,
in turn, to the positive outcomes of well-being (i.e., positive
 Pizzi, M.A. Blended Learning Pedagogy: The Time Is Now! Occup. Ther.
Health Care 2014, 28, 333–338.
Pedagogy is rapidly changing. To develop best practice in academia, it is
important that we change with the changing needs of students. This article
suggests that blended learning is one of the most important pedagogical formats
that can enhance student learning, optimize the use of active learning strategies,
and potentially improve student learning outcomes.
 Hwang, G.-J.; Wu, P.-H. Applications, Impacts and Trends of Mobile
Technology-Enhanced Learning: A Review of 2008–2012 Publications in
Selected SSCI Journals. Int. J. Mob. Learn. Organ. 2014, 8, 83–95.
The use of mobile technologies in learning has attracted much attention from
researchers and educators in the past decade. However, the impacts of mobile learning
on students’ learning performance are still unclear. In particular, some schoolteachers
still doubt the effectiveness of using such new technologies in school settings. In this
study, a survey has been conducted by reviewing the 2008–2012 publications in seven
well-recognised Social Science Citation Index (SSCI) journals of technology-enhanced
learning to investigate the applications and impacts of mobile technology-enhanced
learning. It is found that mobile learning is promising in improving students’ learning
achievements, motivations and interests. In addition, from the survey, it is found that
smartphones and tablet PCs have gradually become widely adopted mobile learning
devices in recent years, which could affect the adoption of sensing technologies in the
future. Accordingly, several open issues of mobile learning are addressed.
 Wai, C.C.; Seng, E.L.K. Measuring the Effectiveness of Blended Learning
Environment: A Case Study in Malaysia. Educ. Inf. Technol. 2015, 20, 429–
443.
Learning environment has always been traditionally associated with the physical
presence of classrooms, textbooks, pen-and-paper examinations and teachers. However,
today’s evolving technology has rapidly changed the face of education. Online learning,
teleconferencing, internet, Computer Assisted Learning (CAL), Web-Based Distance
Learning (WBDL) and other technologies are integrated in education. This blended
learning environment has become the major role in training and education scene. This
paper focuses on a set of quantitative data pertaining to the perception of blended
learning, attitude towards technology, effectiveness and efficiency of blended learning
by using path analysis. Data were drawn from a group of business students who were
engaged in blended learning environment. This study intends to find out the
effectiveness and efficiency of blended learning in Malaysia tertiary institutions. The
empirical results confirm that blended learning does enhance student’s learning
experience and learning outcomes.
 Keogh, J.W.; Gowthorp, L.; McLean, M. Perceptions of Sport Science
Students on the Potential Applications and Limitations of Blended Learning
in Their Education: A Qualitative Study. Sports Biomech. 2017, 16, 297–312.
This study sought to gain insight into blended learning-naive sports science students’
understanding and perceptions of the potential benefits and limitations of blended
(hybrid) learning, which has been defined as the thoughtful integration of face-to-face
and online instructional approaches. Five focus groups, each comprising 3–4 students
from either the undergraduate or postgraduate sports science programmes were
conducted. The focus groups were facilitated by a researcher who was not involved in
sports science. Audio recordings of the focus groups were transcribed verbatim. NVivo
software was used to code the transcripts to identify the themes and subthemes.
Students generally had little initial understanding of blended learning. When provided
with a definition, they believed that blended learning could improve educational
outcomes and assist those who were legitimately unable to attend a session. Their
reservations about blended learning mainly related to some students not being
sufficiently autonomous to undertake independent study, timetabling considerations and
access to reliable Internet services. For blended learning to be effective, students felt
the online material had to be interactive, engaging and complement the face-to-face
sessions. Better understanding the perceptions of the students in the current study may
assist educators who are considering implementing blended learning in their teaching.
 Bower, M.; Lee, M.J.; Dalgarno, B. Collaborative Learning across Physical
and Virtual Worlds: Factors Supporting and Constraining Learners in a
Blended Reality Environment. Br. J. Educ. Technol. 2017, 48, 407–430.
This article presents the outcomes of a pilot study investigating factors that
supported and constrained collaborative learning in a blended reality environment.
Pre-service teachers at an Australian university took part in a hybrid tutorial lesson
involving a mixture of students who were co-located in the same face-to-face (F2F)
classroom along with others who were participating remotely via their avatars in a
three-dimensional virtual world. Video and sound recording equipment captured
activity in the classroom, which was streamed live into the virtual world so the
remote participants could see and hear their instructor and F2F peers; the in-world
activity was also simultaneously displayed on a projector screen, with the audio
broadcast via speakers, for the benefit of the F2F participants. While technical
issues constrained communication and learning in some instances, the majority of
remote and F2F participants felt the blended reality environment supported effective
communication, collaboration and co-presence. Qualitative analysis of participant
evaluations revealed a number of pedagogical, technological and logistical factors
that supported and constrained learning. The article concludes with a detailed
discussion of present and future implications of blended reality collaborative
environments for learning and teaching as well as recommendations for educators
looking to design and deliver their own blended reality lessons.
 Hsia, L.-H.; Huang, I.; Hwang, G.-J. Effects of Different Online Peer-
Feedback Approaches on Students’ Performance Skills, Motivation and
Self-Efficacy in a Dance Course. Comput. Educ. 2016, 96, 55–71.
It has become common practice to video record students' in-class dance moves. Such
a teaching strategy is able to help students reflect on their dance performance by
providing them with visualized feedback. Therefore, in this study, an online peer-
feedback system for dance education has been developed in order to compare the
effects of different modes of online peer-feedback on students' dance skills
performance, learning motivation, self-efficacy, peer review quality, peer assessment
correctness, and online learning behaviors. Moreover, interviews were also
conducted to elicit the students' opinions regarding this teaching method. The
participants were 100 college students from three classes who learned with different
online peer-feedback modes: videos with peer comments, videos with peer ratings,
and videos with a mixed mode (i.e., peer ratings plus peer comments). A 12-week
experiment was conducted to evaluate the performances of the three approaches.
The experimental results show that, in terms of dance skills, peer ratings could
improve the students' group performance, while the mixed mode improved
individuals' learning performance. In terms of learning motivation and self-efficacy,
the correlation analysis shows that the students' intrinsic motivation, self-efficacy
and dance skill performance were positively correlated. Via analyzing the peer
feedback content, it was found that the feedback provided by the mixed mode group
was of better quality than that provided by the “peer comments” group; that is, the
former provided more detailed feedback to individuals than the latter. Furthermore,
it was found that the scores provided by the mixed mode group were highly related
to those provided by the teachers, while those provided by the “peer ratings” group
were not. The online user behavior analysis further shows that the integration of
peer commenting and peer rating is able to promote students' willingness to
participate in online learning activities. The interview results also confirm these
findings. To sum up, the integration of both peer rating and peer comments is an
 effective approach that can meet the students' expectations and help them improve
their dance skills, peer-feedback quality, peer-scoring correctness as well as their
willingness to participate in online learning activities.

Hybrid and Blended Learning

 Curtis, D.D., & Lawson, M.J. (2001). Exploring collaborative online
learning. Journal of Asynchronous Learning Networks, 5(1), 21– 34.

Hybrid or blended learning is defined as a pedagogical approach that includes a

combination of face-to-face instruction with computer-mediated instruction. The
terms blended learning, hybrid learning, and mixed-mode learning are used
interchangeably in current research; however, in the United States, hybrid learning is
used most often. Although hybrid learning can be diverse in how it is implemented,
educators agree that this approach has the opportunity to provide personalized
instruction with some element of student control over path, pace, time, and place.
Educators and students need to be given the latitude to teach and learn in these hybrid
spaces while being protected and supported by schools. Ultimately, teachers and
students bear an equal responsibility as they collaboratively learn and experiment in
these evolving spaces.

 Sotillo, S.M. (2000). Discourse functions and syntactic complexity in synchronous

and asynchronous communication. Language Learning &
Technology, 4(1), 82– 119.

The present study investigates discourse functions and syntactic complexity in English-as-
asecond-language (ESL) learner output obtained via two different modes of computer-mediated
communication (CMC): asynchronous and synchronous discussions. Two instructors and
twentyfive students from two advanced ESL writing classes participated in this study. Answers
were sought to the following questions: a) Are the discourse functions present in ESL learners'
synchronous discussions of reading assignments quantitatively and qualitatively different from
those found in asynchronous discussions? And, b) which mode of CMC shows more syntactically
complex learner output? The results showed that the quantity and types of discourse functions
present in synchronous discussions were similar to the types of interactional modifications
found in face-to-face conversations that are deemed necessary for second language acquisition.
Discourse functions in asynchronous discussions were more constrained than those found in
synchronous discussions and similar to the question-response-evaluation sequence of the
traditional language classroom. Concerning syntactic complexity, the delayed nature of
asynchronous discussions gives learners more opportunities to produce syntactically complex
language. Asynchronous and synchronous CMC have different discourse features which may be
 exploited for different pedagogical purposes. In the hands of experienced teachers, both modes
of CMC can be used as novel tools to enhance the language acquisition process by encouraging
interaction among participants, collaborative text construction, and the formation of electronic
communities of learners.

Defining student learning experience

through blended learning
 Chan, Y. F., Narasuman, S., Dalim, S. F., Sidhu, G. K., & Lee, L. F.
(2016). Blended learning as a conduit for inquiry-based
instruction, active learning, formative assessment and its impact
on students’ learning outcomes in higher education. :74–78.

There is a definite impact of inquiry-based instruction, active learning and formative

assessment on students’ learning outcomes because all of these factors have the
tendency to drive student’s motivation, interest and performance in learning, especially
when it is grounded in the use of the Blended Learning (BL) method. In view of this, the
study attempted to identify the effect of these factor(s) on students’ learning outcomes
such as self interest, self efficacy and cognitive development.This study employed a
quantitative method and a 5 point Likert scale survey instrument was used to gauge the
response from students at the Faculty of Education in a public university. A total of 500
questionnaires were distributed and about 80% were returned from 444 student
respondents. BL based formative assessment was found to be a strong contributor to
the variance in learning outcomes, in higher education. The study indicated that a
student’s interest, cognitive development and self efficacy were influenced by many
factors however, providing them with BL based active learning opportunities were
extremely fruitful.In addition, inquiry based instruction and formative performance
assessment are known as outstanding methods in recent years that have produced a
shift in the focus of students’ attention particularly towards learning in tertiary
institutions.

 Coates, H. (2005). The value of student engagement for higher

education quality assurance. Quality in Higher Education, 11(1),
25–36.

As the principles and practices of quality assurance are further implanted in

higher education, methodological questions about how to understand and
manage quality become increasingly important. This paper argues that quality
assurance determinations need to take account of how and to what extent
students engage with activities that are likely to lead to productive learning. The
idea of student engagement is introduced. A critical review of current possibilities
 for determining the quality of university education in Australia exposes limitations
of quality assurance systems that fail to take account of student engagement.
The review provides a basis for suggesting the broad relevance of student
engagement to quality assurance. A sketch is provided of an approach for
factoring student engagement data into quality assurance determinations.

A systematic literature review on

synchronous hybrid learning: gaps
identified
 *Bower, M., Lee, M. J., & Dalgarno, B. (2017). Collaborative learning across
physical and virtual worlds: Factors supporting and constraining learners in a
blended reality environment. British Journal of Educational
Technology, 48(2), 407–430. https://doi.org/10.1111/bjet.12435.
This article presents the outcomes of a pilot study investigating factors that supported and
constrained collaborative learning in a blended reality environment. Pre-service teachers at an
Australian university took part in a hybrid tutorial lesson involving a mixture of students who
were co-located in the same face-to-face (F2F) classroom along with others who were
participating remotely via their avatars in a three-dimensional virtual world. Video and sound
recording equipment captured activity in the classroom, which was streamed live into the virtual
world so the remote participants could see and hear their instructor and F2F peers; the in-world
activity was also simultaneously displayed on a projector screen, with the audio broadcast via
speakers, for the benefit of the F2F participants. While technical issues constrained
communication and learning in some instances, the majority of remote and F2F participants felt
the blended reality environment supported effective communication, collaboration and co-
presence. Qualitative analysis of participant evaluations revealed a number of pedagogical,
technological and logistical factors that supported and constrained learning. The article
concludes with a detailed discussion of present and future implications of blended reality
collaborative environments for learning and teaching as well as recommendations for educators
looking to design and deliver their own blended reality lessons.

 *Grant, M. M., & Cheon, J. (2007). The value of using synchronous

conferencing for instruction and students. Journal of Interactive Online
Learning, 6(3), 211–226.

To sum up, synchronous conferencing for hybrid courses offers promise as a valuable tool to
overcome many of the barriers of cost and access. Convenience continues to be the most
popular perception of synchronous conferencing; however, audio quality is fundamental to
technical quality for both audio and video conferencing. With hybrid courses, where students
experience face-to-face and virtual sessions, these results suggest once technical quality has
 been satisfied, synchronous conferencing is an appropriate method for instruction. However,
like many other technological tools, synchronous conferencing is not panacea now (Anderson,
1996). Therefore we need more experimentation for developing an appropriate model.

 *Lightner, C. A., & Lightner-Laws, C. A. (2016). A blended model:

Simultaneously teaching a quantitative course traditionally, online, and
remotely. Interactive Learning Environments, 24, 224–
238. https://doi.org/10.1080/10494820.2013.841262.

As universities seek to bolster enrollment through distance education, faculty are

tasked with maintaining comparable teaching/learning standards in traditional,
blended, and online courses. Research has shown that there is an achievement
gap between students taking courses exclusively offered online versus those
enrolled in face-to-face classes. In an effort to mitigate these observed
differences, the School of Business faculty at the research institution investigated
various course models to meet the needs of a diverse, non-traditional, and
multifaceted student population. Ultimately, a blended course model for statistics
and quantitative method courses was developed that allowed students to choose
between online, remote (via interactive television), and traditional course delivery
modes each week. This model is more flexible and agile than existing blended
courses that have more static components. Multiple regression analysis, χ2,
and t-tests are used to demonstrate the efficacy of our model in maintaining
student performance standards.

Blended Learning Reimagined: Teaching and Learning

in Challenging Contexts
National Institute of Education, Nanyang Technological University, Singapore 637616, Singapore

Author to whom correspondence should be addressed.

*

Educ. Sci. 2022, 12(10), 648; https://doi.org/10.3390/educsci12100648

Received: 2 September 2022 / Revised: 16 September 2022 / Accepted: 20 September

2022 / Published: 26 September 2022

This conceptual paper started off arguing for a reimagined approach to blended learning in order to
maintain continued education for our learners due to the various challenges brought about by the COVID-
19 pandemic. It has shown how it is possible to adopt sound pedagogical design principles adapted from
the blended learning approach and connectivism to ensure that the business of teaching, learning and
assessment can still continue. As explained in the introduction, the intention was not to propose a new
theory but rather to connect existing ones in order to shed light on the challenging circumstances that the
pandemic has brought about to our institution and other IHLs across the globe. This is performed in the
spirit that fellow educators can draw from our experiences and then broaden their scope of thinking when
using technology to mediate learning.
What would be useful to support the ideas introduced in this paper would be empirical data about
this reimagined approach to blended learning and its impact on learners. The following are some ideas for
research: One, more detailed and fine-grained analyses of a wider sample of lessons designs. Two, a
study examining instructors’ and learners’ perceptions of how revised ways of content delivery have
impacted their teaching, learning and assessment. Three, a comparative study of how this blended
learning approach might differ from subject to subject—starting with the assumption that a one-size-fits-all
approach might not to the best way forward.
The COVID-19 pandemic may have abated in many parts of the world but there are still many
education jurisdictions that will continue to face challenges—conflicts, disasters, new and old epidemics,
etc. In such situations where physical face-to-face interactions are not possible or when physical learning
spaces cannot be made available, this proposed approach can become a viable alternative to ensure
learning continues. What this approach requires is that educators make the shift in their mindsets about
where and how teaching, learning and assessment can take place. The connected environment that
technology affords teachers and learners is a powerful one if exploited in the right spirit with the right
motives.

Influence of Hybrid Pedagogical Models on Learning

Outcomes in Physical Education: A Systematic
Literature Review
This systematic review examined the effect of the hybridization of PMs on the learning outcomes of
students. As PMs have similar characteristics or objectives, their hybridization is made possible. In other
words, hybridizations of pedagogical models relate to the extraction and integration of essential
characteristics from two models, or the use of one model as a base and the addition of other crucial parts
from the other. The findings indicate that hybridization can facilitate children’s and adolescents’ learning in
the motor, cognitive, affective, and social domains. The hybridizations might improve game performance
and motor abilities and provide good psychological outcomes, such as enjoyment, the intention to be
physically active, and responsibility. This article was also able to investigate the mechanisms that enable
the different hybrid implementations of PMs to achieve four learning outcomes. Hybrid PMs possess the
characteristics of multiple models and overcome the constraints of the individual model. There are
currently seven hybridizations available internationally and their intervention studies require further
exploration.
Despite the aforementioned advantages, there are several limits and future research directions to
consider. First, this paper explored the exteroception-based approaches of mechanisms, such as game
understanding, skill execution, competition performance, pedagogical content knowledge, and personal
and social responsibility. More experimental studies are encouraged to be conducted on the correlation
between learning outcomes and interoception, which refers to the sense of the internal state of the body
senses. Second, future research should employ diverse and innovative interventions to address
instructional length and teacher capacity to develop PM hybridizations more effectively and obtain more
experimental evidence. Specifically, it is required to replicate the present research and examine the
influence on learning outcomes over a more longitudinal time frame by applying continuous units. In terms
of methodology, future research could adopt more objective sampling methods, such as random and
stratified sampling; increase sample sizes to include more evidence from various schools, regions, and
countries; and consider quasi-experiments with control groups of hybrids versus single models to
establish the advantages of the hybrid model over the single model. This would allow for a more robust
evaluation of the hybrid models.
Adopting a models-based approach to
teaching physical education
Ashley Casey&Ann MacPhai

Results: The data analysis conveys strong themes around the areas of teacher
and student prior learning, working toward facilitating a change in
practice, sufficient time to consider changes in practice, and changing
philosophies and practices. The results suggest that the consistent challenge that
arose for the teacher towards the goal of adopting a MBP approach was the
reduction of his overt involvement as a teacher. While the teacher bought into the
philosophy of multimodel MBP he was continually frustrated at not progressing
as quickly as he would like in changing his practice to match his philosophy.

Conclusions: Despite his best intentions, early attempts to use a multimodel

MBP approach were limited by the teacher’s ability to re-conceptualise teaching.
The teacher made ‘rookie mistakes’ and tried to transfer his normal classroom
practice onto paper handouts while simultaneously inviting students to play a
more central role in the classroom. In considering this journey, we can see an
indication of the investment needed to implement a MBP approach. Pedagogical
change in the form of MBP is a process that needs to be supported by a
community of practice intent on improving learning across multiple domains in
physical education.

Physical education in a post-COVID world: A blended-

gamified approach Dylan Owen Blain University of Bath, UK University of Wales Trinity
Saint David, UK Martyn Standage University of Bath, UK Thomas Curran London School of Economics
and Political Science, UK

Abstract: How does the education sector recover following the disruption caused by the
COVID-19 pandemic? Much enthusiasm exists to imagine how teaching practices can be
enriched within the so-called ‘new normal.’ The physical and mental health benefits associated
with school physical education have attracted considerable attention during the pandemic.
Capitalizing on the raised awareness of the many positive contributions of school physical
education, a pressing priority is to now reengage children with physical activity in a manner
that promotes enjoyable experiences and adaptive engagement with movement. In this paper,
we draw from self-determination theory, physical literacy theory and socioecological
perspectives to present the case for blended-gamified approaches as a means of reimagining
physical education in a post-pandemic world. To support all young people to lead healthy and
active lifestyles, we propose the use of a systematic and evidence-based approach to
 programme development, evaluation and implementation. Such an approach will aid in
establishing what works, when, for whom and in which context.

A Study of Student's Perceptions in a

Blended Learning Environment Based on
Different Learning Styles
Buket Akkoyunlu and Meryem Yilmaz Soylu
Educational Technology & Society
Vol. 11, No. 1 (January 2008), pp. 183-193 (11 pages)
Published By: International Forum of Educational Technology & Society, National Taiwan Normal
University, Taiwan
The rapid growth in the use of learning technologies, particularly the use of the web based
technologies and communications have offered educators with many more opportunities to
investigate the most suitable learning environments for their students' learning styles. The purpose of
the present study was to examine the students' learning styles and their views on blended learning.
The study was conducted with thirty-four students at Hacettepe University, Ankara, Turkey. The two
instruments were the questionnaire designed to identify students' views on blended learning and
Kolb's Learning Style Inventory (LSI) to measure students' learning styles. Additional data were
gathered from achievement scores of students; and records demonstrate students' participation to e
– learning environment. Results revealed that students' views on blended learning process, such as
ease of use of the web environment, evaluation, face to face environment etc., differ according to
their learning styles. Results also revealed that the highest mean score corresponds to face to face
aspect of the process when students' evaluation concerning the implementation is taken to
consideration. The overall findings showed no significant differences between students' achievement
level according to their learning styles.

Blended learning: the new normal and

emerging technologies
 Charles Dziuban, 
 Charles R. Graham, 
 Patsy D. Moskal, 
 Anders Norberg & 
 Nicole Sicilia 
International Journal of Educational Technology in Higher Education volume 15,
Article number: 3 (2018) Cite this article
This pedagogy alters many assumptions about the most effective way to
support the educational environment. For instance, blending, like its
counterpart active learning, is a personal and individual phenomenon
experienced by students. Therefore, it should not be surprising that much of
what we have called blended learning is, in reality, blended teaching that
reflects pedagogical arrangements. Actually, the best we can do for assessing
impact is to use surrogate measures such as success, grades, results of
assessment protocols, and student testimony about their learning experiences.
Whether or not such devices are valid indicators remains to be determined.
We may be well served, however, by changing our mode of inquiry to blended
teaching.

Additionally, as Norberg (2017) points out, blended learning is not new. The
modality dates back, at least, to the medieval period when the technology of
textbooks was introduced into the classroom where, traditionally, the
professor read to the students from the only existing manuscript. Certainly,
like modern technologies, books were disruptive because they altered the
teaching and learning paradigm. Blended learning might be considered what
Johnson describes as a slow hunch (2010). That is, an idea that evolved over a
long period of time, achieving what Kaufmann (2000) describes as the
adjacent possible – a realistic next step occurring in many iterations.
The search for a definition for blended learning has been productive,
challenging, and, at times, daunting. The definitional continuum is
constrained by Oliver and Trigwell (2005) castigation of the concept for its
imprecise vagueness to Sharpe et al.’s (2006) notion that its definitional
latitude enhances contextual relevance. Both extremes alter boundaries such
as time, place, presence, learning hierarchies, and space. The disagreement
leads us to conclude that Lakoff’s (2012) idealized cognitive models i.e.
arbitrarily derived concepts (of which blended learning might be one) are
necessary if we are to function effectively. However, the strong possibility
exists that blended learning, like quality, is observer dependent and may not
exist outside of our perceptions of the concept. This, of course, circles back to
the problem of assuming that blending is a treatment effect for point
hypothesis testing and meta-analysis.

Physical Educators Transition to Distance Learning During COVID-19

Josiah Johnson, David Daum, Jason Norris

Abstract During the spring of 2020, school districts across the United States were
required to shift to distance learning modalities due to the COVID-19 pandemic. The
pandemic forced schools to close their doors to face-to-face instruction and quickly shift
to an online format. While online education is prevalent in the United States, it only
serves about 2% to 4% of the total K–12 population. Literature related to K–12 online
physical education is sparse and there are concerns regarding accountability. This
study used a grounded theory approach and collected data through open-ended
questions as part of an online survey. Data clearly indicate that physical educators need
assistance in the transition to distance learning, especially in developing plans for
teaching motor skills and online pedagogies. Many of the teachers in this study
expressed frustration with how their school leadership handled the shift to distance
learning, partially due to the marginalization of the subject matter. Physical educators
need the tools to expand their pedagogical technological knowledge as well as
resources to advocate for themselves and their subject during adverse situations in
schools. The shift to distance learning has the potential to have positive outcomes, as
teachers were forced out of their comfort zones to learn new technology skills that may
translate to enhanced learning in the faceto-face environment. Future studies should
focus on development of distance learning pedagogies and seek to understand how to
support teachers during crisis learning situations.

Validating a blended teaching readiness

instrument for primary/secondary
preservice teachers
Douglas E. Archibald, Charles R. Graham, Ross Larsen

First published: 30 December 2020

Blended learning is the fastest growing teaching modality in North America and much of the world.
However, research and training in blended learning are far outpaced by its usage. To remedy this gap, we
developed a competency framework and Blended Teaching Readiness Instrument (BTRI) to help teachers
and researchers evaluate teacher readiness for blended environments. The purpose of this research is to
show that the blended teaching readiness model and accompanying BTRI are reliable for use with teacher
candidates both before and after going through a blended teaching course. This knowledge would allow
researchers and practitioners to have greater confidence in using the BTRI for future growth curve
modeling for the identified blended teaching competencies. To accomplish this, we collected pre- and
post-data from teacher candidates across multiple semesters who were studying in a blended teaching
course. Using confirmatory factor analysis, we determined the pre-class survey results fell within the
range of the four fit statistics cutoffs (RMSEA = 0.045, CFI = 0.933, TLI = 0.929 and SRMR = 0.043).
And, the post-class survey results had good fit as well (RMSEA = 0.044, CFI = 0.911, TLI = 0.905 and
SRMR = 0.051). We also showed that the factor loadings and communalities were statistically significant.
By testing the factors in this way, we make a case for the survey to be a valid and reliable instrument in
assessing blended teacher competency. Additionally, we tested the model for measurement invariance and
found that we could reliably use the BTRI for pre-post growth modeling.