{"id":61,"date":"2008-02-12T10:53:40","date_gmt":"2008-02-12T10:53:40","guid":{"rendered":""},"modified":"2013-11-27T17:33:08","modified_gmt":"2013-11-27T17:33:08","slug":"ussa-distance-learning-course-survey-results","status":"publish","type":"post","link":"https:\/\/thesportjournal.org\/article\/ussa-distance-learning-course-survey-results\/","title":{"rendered":"USSA Distance Learning Course Survey Results"},"content":{"rendered":"
Submitted by: Cynthia E. Ryder, Ed.D.<\/div>\n

For the fifth consecutive year, the annual results of the USSA Distance Learning Course Evaluation Survey are clearly positive. The surveys were administered to all students (N=693) who were enrolled in distance learning courses during the 1997-98 academic year. The surveys were anonymously administered at the time the students took their final examinations in each distance learning course.<\/p>\n

The USSA Distance Learning Course Surveys are organized into four sections including: Student Profile, Course Content and Structure, Faculty Evaluation,and Overall Rating of the Course.<\/p>\n

Student Profile<\/p>\n

Four hundred ninety four (71.3%) of the students had previously taken a distance learning course at the United States Sports Academy. Six hundred forty (92.4%) were satisfied with their communication with the USSA Distance Learning Office. Six hundred nineteen (89.3%) of the students reported their course material was delivered in an acceptable amount of time.<\/p>\n

<\/p>\n

Six hundred seventy four (97.3%) of the students felt their registration process was satisfactory. Five hundred sixty six (81.7%) of the students are planning to take additional distance learning courses at the United States Sports Academy. Five hundred thirty two (76.8%) of the students are employed in a sport-related field. Six hundred ninety two (99.9%) of the students had access to one or more of the following technologies: computer, computer with CD-ROM capability. E-mail, World Wide Web\/Internet, fax machine, VCR, or audiotape player.<\/p>\n

Course Content and Structure<\/p>\n

There were sixteen questions in this section of the USSA Distance Learning Course Evaluation survey. These questions surveyed the students’ opinions regarding course content, course objectives, the textbook for the course, the enabling activities, library resources, and the final examination. The culminating question for this section was question # 2.16 which asked “I would recommend this course to a friend and\/or colleague.”<\/p>\n

The statistical mode or more commonly known as the most frequently occurring score was “agree” for fifteen of the sixteen questions and “strongly agree” for Question # 2.7 which stated “The textbook contributed to my understanding of the subject.”<\/p>\n

In all cases, the majority of the students agreed or strongly agreed that course content was carefully planned; the requirements for the courses were adequately explained; the course objectives were clearly expressed; the course objectives were achieved; the course materials provided a clear set of expectations; the content of the course contributed to my understanding of the subject; the textbook contributed to my understanding of the subject; the enabling activities met my learning needs; the enabling activities were challenging; the access to library resources was adequate; the supplemental course materials helped to facilitate their\u00a0learning; the fifteen week deadline was adequate to complete this course; the examination covered the material\/skills emphasized in the course; the examination questions and answers were phrased clearly; the concepts and skills presented will help\u00a0them on the job and\u00a0that they\u00a0would recommend the course to a friend and\/or colleague.<\/p>\n

Faculty Evaluation<\/p>\n

There were ten questions in this section of the USSA Distance Learning Course Evaluation survey. These questions surveyed the students’ opinions regarding adequate access, clarity of instructions, interaction, discussions, feedback, and commitment to professional conduct. The culminating question for this section was question # 3.10 which asked “The faculty member seems to care about my learning.”<\/p>\n

The highest amount of student satisfaction on the USSA Distance Learning Course Evaluation surveys was evident in the Faculty Evaluation Section. The mode was strongly agree for seven of the ten questions in this section including the culminating question of “The faculty member seems to care about my learning.” The mode was agree for the remaining three questions in the Faculty Evaluation section.<\/p>\n

In all cases, the majority of the students either strongly agreed or agreed that they had adequate access to the instructor; adequate opportunity to ask questions of the faculty member; the faculty member was clear with instructions and directions; interaction with the instructor caused me to think more in depth on the subject; the discussions with faculty helped to facilitate learning; the faculty member was effective in encouraging participation and interest; the faculty member provided useful feedback in facilitating learning; the faculty member facilitated underlying theory into practice; the faculty member possessed commitment to high standards of professional conduct and the faculty member seems to care about my learning.<\/p>\n

Overall Rating of the Course<\/p>\n

There were four questions in this section of the USSA Distance Learning Course Evaluation survey. These questions surveyed the students’ opinions regarding whether the course relates underlying theory to practice, the course met expectations, and a comparison of the amount of time spent in student preparation for the course. The culminating question for this section was question # 4.4 which asked “I believe that I learned as much through the Distance Learning delivery method as I have in previous residential graduate classes.”<\/p>\n

The mode was agree for three of the four items in this section. The mode was strongly agree for the culminating question. The majority of the students either agreed or strongly agreed that the course relates underlying theory to practice; the course met expectations; compared with other courses taken by Distance Learning, the same or more time was spent in preparation; and that the students learned as much through the Distance Learning delivery method as in previous residential courses.<\/p>\n","protected":false},"excerpt":{"rendered":"

Submitted by: Cynthia E. Ryder, Ed.D.<\/div>\n

For the fifth consecutive year,
\n the annual results of the USSA Distance
\n Learning Course Evaluation Survey are clearly positive. The
\n surveys were administered to all students (N=693) who were enrolled in
\n distance learning courses during the 1997-98 academic year. The surveys
\n were anonymously administered at the time the students took
\n their final examinations in each distance learning course.<\/p>\n

The USSA Distance Learning
\n Course Surveys are organized into four sections including: Student
\n Profile, Course Content and Structure, Faculty Evaluation,and
\n Overall Rating of the Course. <\/p>\n

Student Profile:<\/em><\/p>\n

Four hundred ninety four (71.3%)
\n of the students had previously taken a distance learning course
\n at the United States Sports Academy. Six hundred forty (92.4%)
\n were satisfied with their communication with the USSA Distance
\n Learning Office. Six hundred nineteen (89.3%) of the students
\n reported their course material was delivered in an acceptable
\n amount of time.<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"jetpack_publicize_message":"","jetpack_is_tweetstorm":false,"jetpack_publicize_feature_enabled":true,"jetpack_social_options":[]},"categories":[293,291,296],"tags":[22,8,23,24],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4btio-Z","jetpack-related-posts":[{"id":293,"url":"https:\/\/thesportjournal.org\/article\/cross-country-skiing-ussa-points-as-a-predictor-of-future-performance-among-junior-skiers\/","url_meta":{"origin":61,"position":0},"title":"Cross-Country Skiing USSA Points as a Predictor of Future Performance among Junior Skiers","date":"March 14, 2008","format":false,"excerpt":"Submitted by: Blair Orr Abstract: Junior cross-country skiers\u2019 performances prior to participation in the 2006 Junior Olympics were compared to their results in the 2006 Junior Olympics using USSA points as a measure of performance.\u00a0 Junior class and division (team) were also included as independent variables.\u00a0 Prior performance as determined\u2026","rel":"","context":"In "Sports Coaching"","img":{"alt_text":"Figure 1","src":"https:\/\/i0.wp.com\/thesportjournal.org\/wp-content\/uploads\/2008\/03\/Figure1-1.png?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":59,"url":"https:\/\/thesportjournal.org\/article\/exercise-physiology-in-the-web-based-environment\/","url_meta":{"origin":61,"position":1},"title":"Exercise Physiology In The Web-Based Environment","date":"February 11, 2008","format":false,"excerpt":"Submitted by: Robert Pankey, Ed.D. and Timothy W Henrich, Ph.D. Introduction In the summer of 1998, the Department of Kinesiology and Health at Texas A&M University-Corpus Christi (TAMUCC) offered an Exercise Physiology course over the Internet as the first step in developing a distance learning track with their exercise science\u2026","rel":"","context":"In "Sports Facilities"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":44,"url":"https:\/\/thesportjournal.org\/article\/alabama-high-school-soccer-undergoes-eligibility-rule-changes\/","url_meta":{"origin":61,"position":2},"title":"Alabama High School Soccer Undergoes Eligibility Rule Changes","date":"February 11, 2008","format":false,"excerpt":"Submitted by: Dr. Joe Manjone, Dean of Student Services, Continuing Education & Distance Learning, USSA Changes in the penalties for Alabama High School soccer players receiving misconducts have had very little effect on the numbers and types of cards issued during the 1997 and 1998 Alabama high school soccer seasons.(note:\u2026","rel":"","context":"In "Contemporary Sports Issues"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":279,"url":"https:\/\/thesportjournal.org\/article\/college-sport-management-student-perceptions-regarding-special-olympics-curriculum-and-service-learning\/","url_meta":{"origin":61,"position":3},"title":"College Sport Management Student Perceptions Regarding Special Olympics Curriculum and Service Learning","date":"March 14, 2008","format":false,"excerpt":"Submitted by: Reginald F. Overton & Brenda M. Malinauskas Abstract: This pre-test\/post-test study evaluated college sport management student (N = 21) perceptions of Special Olympics North America curriculum\/field experience. Pre-event and post-event values indicate that students had positive perceptions. Significant individual effects were found for General Orientation, Facilities and Safety,\u2026","rel":"","context":"In "Contemporary Sports Issues"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":234,"url":"https:\/\/thesportjournal.org\/article\/the-effect-of-gender-opportunity-in-sports-on-the-priorities-and-aspirations-of-young-athletes\/","url_meta":{"origin":61,"position":4},"title":"The Effect of Gender Opportunity in Sports on the Priorities and Aspirations of Young Athletes","date":"March 2, 2006","format":false,"excerpt":"Submitted by: Dr. Kelly E. Flanagan & The United States Sports Academy Undergraduate Research Team: Claudette I. Baker, Melissa Fortin & Derrick V. Tinsley Abstract The role and importance of athletics in the lives of today’s male and female youth is analyzed in responses to a survey co-authored by a\u2026","rel":"","context":"In "Sports Management"","img":{"alt_text":"Figure 1","src":"https:\/\/i0.wp.com\/thesportjournal.org\/wp-content\/uploads\/2006\/03\/Survey-Figure1.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":48,"url":"https:\/\/thesportjournal.org\/article\/international-physical-fitness-test\/","url_meta":{"origin":61,"position":5},"title":"International Physical Fitness Test","date":"February 11, 2008","format":false,"excerpt":"Submitted by: Dr. Thomas P. Rosandich, President, USSA FOREWARD The United States Sports Academy, in cooperation with the Supreme Council for Youth and Sport, presents the Arab world with its own International Physical Fitness Test Manual based on norms collected and processed on Arab youth, ages 9 to 19. This\u2026","rel":"","context":"In "Sports Coaching"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"_links":{"self":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts\/61"}],"collection":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/comments?post=61"}],"version-history":[{"count":2,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts\/61\/revisions"}],"predecessor-version":[{"id":1325,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts\/61\/revisions\/1325"}],"wp:attachment":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/media?parent=61"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/categories?post=61"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/tags?post=61"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}