The Perception of the Online Teaching Process during the COVID-19 Pandemic for the Students of the Physical Education and Sports Domain
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants
2.2. The Organization of the Research
2.3. The Statistical Analysis of Data
3. Results
4. Discussion
5. Conclusions
Limits of the Study
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Conflicts of Interest
References
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Item | Dependent Variable | 5 | 4 | 3 | 2 | 1 |
---|---|---|---|---|---|---|
F1.1. | The attractiveness of online activities | very attractive | attractive | attractive environment | unattractive | totally unattractive |
F1.2. | Boredom induced by online activities | never | rarely | sometimes | often | always |
F1.3. | Socializing in the online environment | very good | high | pretty good | weak | poor |
F1.4. | The level of stress in the online environment | non-existent | weak | environment | strong | very strong |
F1.5. | Participation in teaching activities | all | the majority | half | occasionally | rarely/not at all |
F2.1 | Connecting to the online platform | very affordable | accessible | moderately accessible | hard to reach | inaccessible |
F2.2 | The quality of online communication | very good | good | moderate value | weak | very poor |
F2.3 | The difficulty of teaching activities in the online environment compared to the classic ones | easy | low difficulty | medium difficulty | increased difficulty | extremely difficult |
F2.4 | Effects on financial costs | extremely cheap | cheap | averages as well as costs | costly | very expensive |
F2.5 | Quality of conditions at home in online activities | excellent | good | decent level | subpar | no, they are inappropriate |
F2.6 | Adapting to the requirements of online activities | very fast | fast | average adjustment | difficult/slow | very hard |
F2.7 | The need for support from the institution to access the platform | I succeeded alone | to a small extent | in moderate proportion | largely | without help I couldn’t |
F2.8 | Personal level of IT skills for working on the platform | very good | good level | moderate level | weak level | very weak |
F3.1. | Level of motivation to participate in online activities | extremely motivated | very motivated | moderately motivated | little motivated | totally unmotivated |
F3.2. | Degree of involvement in teaching activities | very involved | actively involved | moderately involved | weakly involved | uninvolved |
F3.3. | Concern for the topics discussed in courses and seminars | very concerned | preoccupied | partially concerned | a little worried | disinterested |
F3.4. | The effect on personal free time compared to the classic version | a lot of free time | more free time | same free time | less free time | very little free time |
F3.5. | Receiving a sufficient number of electronic teaching materials for the study | in all subjects | most | in half of the subjects | in a few subjects | in no discipline |
F4.1. | The usefulness of online activities | very useful | helpful | average as a utility | not very useful | useless |
F4.2. | The quality of the online teaching act | very good | good | medium level | weak | very weak |
F4.3. | Perception of the evaluation act | certainly objective | objective | quite objective | weak | very poor |
F4.4. | Final level of preparation if the online vs. classical teaching | very good | better | as | weaker | very weak |
F4.5. | Existence of other concerns while participating in online classes | never | rare | sometimes | often | always |
Effect/Independent Variable | Dependent Variable | Λ | F | Hypothesis df | Error df | Sig. | η2p |
---|---|---|---|---|---|---|---|
Age stages | F1 attractiveness | 0.89 | 1.63 | 10.00 | 280.00 | 0.09 | 0.05 |
F2 accessibility | 0.90 | 0.88 | 16.00 | 274.00 | 0.59 | 0.05 | |
F3 motivation | 0.90 | 1.44 | 10.00 | 280.00 | 0.16 | 0.05 | |
F4 efficiency | 0.87 | 2.03 | 10.00 | 280.00 | 0.03 | 0.06 |
Item | Dependent Variable | Sum of Squares | df | Mean Square | F | Sig. | η2p |
---|---|---|---|---|---|---|---|
F1.1. | The attractiveness of online activities | 5.80 | 2 | 2.90 | 2.73 | 0.06 | 0.03 |
F1.2. | Boredom induced by online activities | 7.26 | 2 | 3.62 | 4.29 | 0.01 | 0.05 |
F1.3. | Socializing in the online environment | 1.26 | 2 | 0.63 | 0.62 | 0.53 | 0.00 |
F1.4. | The level of stress in the online environment | 7.79 | 2 | 3.89 | 5.05 | 0.00 | 0.06 |
F1.5. | Participation in teaching activities | 4.84 | 2 | 2.42 | 3.49 | 0.03 | 0.04 |
F2.1 | Connecting to the online platform | 0.04 | 2 | 0.02 | 0.03 | 0.96 | 0.00 |
F2.2 | The quality of online communication | 0.91 | 2 | 0.45 | 0.71 | 0.49 | 0.01 |
F2.3 | The difficulty of teaching activities in the online environment compared to the classic ones | 0.17 | 2 | 0.08 | 0.07 | 0.93 | 0.00 |
F2.4 | Effects on financial costs | 0.15 | 2 | 0.07 | 0.10 | 0.90 | 0.00 |
F2.5 | Quality of conditions at home in online activities | 0.00 | 2 | 0.00 | 0.00 | 0.99 | 0.00 |
F2.6 | Adapting to the requirements of online activities | 4.75 | 2 | 2.37 | 3.44 | 0.03 | 0.04 |
F2.7 | The need for support from the institution to access the platform | 1.94 | 2 | 0.97 | 0.78 | 0.45 | 0.01 |
F2.8 | Personal level of IT skills for working on the platform | 0.33 | 2 | 0.16 | 0.22 | 0.79 | 0.00 |
F3.1. | Level of motivation to participate in online activities | 6.10 | 2 | 3.05 | 4.04 | 0.02 | 0.05 |
F3.2. | Degree of involvement in teaching activities | 5.45 | 2 | 2.72 | 3.87 | 0.02 | 0.05 |
F3.3. | Concern for the topics discussed at courses and seminars | 3.59 | 2 | 1.79 | 2.85 | 0.01 | 0.03 |
F3.4. | The effect on personal free time compared to the classic version | 1.35 | 2 | 0.67 | 0.97 | 0.38 | 0.01 |
F3.5. | Receiving a sufficient number of electronic teaching materials for the study | 2.04 | 2 | 1.02 | 1.33 | 0.26 | 0.01 |
F4.1. | The usefulness of online activities | 7.26 | 2 | 3.63 | 3.96 | 0.02 | 0.05 |
F4.2. | The quality of the online teaching act | 6.09 | 2 | 3.04 | 5.12 | 0.00 | 0.06 |
F4.3. | Perception of the evaluation act | 4.67 | 2 | 2.33 | 2.96 | 0.05 | 0.03 |
F4.4. | Final level of preparation if the online vs. classical teaching | 8.89 | 2 | 4.45 | 4.64 | 0.01 | 0.06 |
F4.5. | Existence of other concerns while participating in online classes | 9.56 | 2 | 4.78 | 4.39 | 0.01 | 0.05 |
Item | Dependent Variable | Lot | Mean ± SD | a − b | Sig. | a − c | Sig. | b − c | Sig. |
---|---|---|---|---|---|---|---|---|---|
F1.1. | The attractiveness of online activities | a. <20 years | 3.06 ± 0.95 | −0.01 | 1.00 | −0.58 | 0.07 | −0.57 | 0.11 |
b. 20–30 years | 3.07 ± 1.14 | ||||||||
c. >30 years | 3.65 ± 0.98 | ||||||||
F1.2. | Boredom induced by online activities | a. <20 years | 3.25 ± 0.81 | −0.00 | 1.00 | −0.65 * | 0.01 | −0.64 * | 0.02 |
b. 20–30 years | 3.25 ± 1.07 | ||||||||
c. >30 years | 3.90 ± 85 | ||||||||
F1.3. | Socializing in the online environment | a. <20 years | 3.36 ± 1.00 | −0.04 | 1.00 | −0.28 | 0.80 | −0.23 | 1.00 |
b. 20–30 years | 3.41 ± 1.09 | ||||||||
c. >30 years | 3.65 ± 0.74 | ||||||||
F1.4. | The level of stress in the online environment | a. <20 years | 3.27 ± 0.75 | 0.16 | 0.96 | −0.57 * | 0.03 | −0.73 * | 0.00 |
b. 20–30 years | 3.11±1.03 | ||||||||
c. >30 years | 3.85 ± 0.87 | ||||||||
F1.5. | Participation in teaching activities | a. <20 years | 3.75 ± 0.83 | −0.07 | 1.00 | −0.55 * | 0.02 | −0.47 | 0.09 |
b. 20–30 years | 3.82 ± 0.91 | ||||||||
c. >30 years | 4.30 ± 0.57 | ||||||||
F2.1 | Connecting to the online platform | a. <20 years | 4.05 ± 0.76 | 0.01 | 1.00 | 0.05 | 1.00 | 0.04 | 1.00 |
b. 20–30 years | 4.03 ± 0.93 | ||||||||
c. >30 years | 4.00 ± 0.79 | ||||||||
F2.2 | The quality of online communication | a. <20 years | 3.71 ± 0.68 | −0.03 | 1.00 | −0.24 | 0.70 | −0.20 | 1.00 |
b. 20–30 years | 3.74 ± 0.95 | ||||||||
c. >30 years | 3.95 ± 0.75 | ||||||||
F2.3 | The difficulty of teaching activities in the online environment | a. <20 years | 3.36 ± 1.06 | 0.07 | 1.00 | 0.02 | 1.00 | −0.05 | 1.00 |
b. 20–30 years | 3.29 ± 1.08 | ||||||||
c. >30 years | 3.35 ± 1.22 | ||||||||
F2.4 | Effects on financial costs | a. <20 years | 3.67 ± 0.83 | 0.02 | 1.00 | −0.08 | 1.00 | −0.10 | 1.00 |
b. 20–30 years | 3.64 ± 0.97 | ||||||||
c. >30 years | 3.75 ± 0.71 | ||||||||
F2.5 | Quality of conditions at home in online activities | a. <20 years | 4.01 ± 0.88 | 0.01 | 1.00 | 0.01 | 1.00 | 0.00 | 1.00 |
b. 20–30 years | 4.00 ± 0.98 | ||||||||
c. >30 years | 4.00 ± 0.85 | ||||||||
F2.6 | Adapting to the requirements of online activities | a. <20 years | 3.50 ± 0.77 | −0.28 | 0.18 | −0.25 | 0.20 | 0.53 * | 0.04 |
b. 20–30 years | 3.21 ± 0.87 | ||||||||
c. >30 years | 3.75 ± 0.91 | ||||||||
F2.7 | The need for support from the institution to access the platform | a. <20 years | 3.73 ± 0.99 | 0.22 | 0.78 | 0.23 | 1.00 | 0.01 | 1.00 |
b. 20–30 years | 3.51 ± 1.20 | ||||||||
c. >30 years | 3.50 ± 1.27 | ||||||||
F2.8 | Personal level of IT skills for working on the platform | a. <20 years | 3.65 ± 0.85 | 0.09 | 1.00 | 0.10 | 1.00 | 0.02 | 1.00 |
b. 20–30 years | 3.56 ± 0.85 | ||||||||
c. >30 years | 3.55 ± 0.82 | ||||||||
F3.1. | Level of motivation to participate in online activities | a. <20 years | 3.17 ± 0.78 | 0.03 | 1.00 | −0.57 * | 0.02 | −0.61 * | 0.02 |
b. 20–30 years | 3.13±1.03 | ||||||||
c. >30 years | 3.75 ± 0.63 | ||||||||
F3.2. | Degree of involvement in teaching activities | a. <20 years | 3.26 ± 0.82 | −0.13 | 1.00 | −0.58 * | 0.01 | −0.45 | 0.12 |
b. 20–30 years | 3.39 ± 0.91 | ||||||||
c. >30 years | 3.85 ± 0.67 | ||||||||
F3.3. | Concern for the topics discussed at courses and seminars | a. <20 years | 3.65 ± 0.72 | 0.03 | 1.00 | −0.44 | 0.08 | −0.47 | 0.07 |
b. 20–30 years | 3.62±0.97 | ||||||||
c. >30 years | 4.10 ± 0.44 | ||||||||
F3.4. | The effect on personal free time compared to the classic version | a. <20 years | 3.69 ± 0.92 | 0.19 | 0.65 | −0.05 | 1.00 | −0.24 | 0.83 |
b. 20–30 years | 3.50 ± 0.78 | ||||||||
c. >30 years | 3.75 ± 83 | ||||||||
F3.5. | Receiving a sufficient number of electronic teaching materials for the study | a. <20 years | 4.13 ± 0.69 | 0.15 | 1.00 | −0.21 | 0.96 | −0.37 | 0.33 |
b. 20–30 years | 3.98 ± 1.17 | ||||||||
c. >30 years | 4.35 ± 0.48 | ||||||||
F4.1. | The usefulness of online activities | a. <20 years | 3.25 ± 0.89 | 0.21 | 0.67 | −0.50 | 0.11 | −0.71 * | 0.01 |
b. 20–30 years | 3.03 ± 1.07 | ||||||||
c. >30 years | 3.75 ± 0.85 | ||||||||
F4.2. | The quality of the online teaching act | a. <20 years | 3.93 ± 0.67 | 0.13 | 1.00 | −0.51 * | 0.02 | −0.64 * | 0.00 |
b. 20–30 years | 3.80 ± 0.89 | ||||||||
c. >30 years | 4.45 ± 0.75 | ||||||||
F4.3. | Perception of the evaluation act | a. <20 years | 4.07 ± 0.81 | 0.19 | 0.67 | −0.37 | 0.29 | −0.56 | 0.05 |
b. 20–30 years | 3.88 ± 1.03 | ||||||||
c. >30 years | 4.44 ± 0.75 | ||||||||
F4.4. | Final level of preparation if the online vs. classical teaching | a. <20 years | 2.35 ± 0.90 | −0.09 | 1.00 | −0.74 * | 0.00 | −0.64 * | 0.03 |
b. 20–30 years | 2.45 ± 1.20 | ||||||||
c. >30 years | 3.10 ± 1.11 | ||||||||
F4.5. | Existence of other concerns while participating in online classes | a. <20 years | 3.44 ± 0.97 | −0.02 | 1.00 | −0.75 * | 0.01 | −0.73 * | 0.02 |
b. 20–30 years | 3.47 ± 1.22 | ||||||||
c. >30 years | 4.20 ± 0.76 |
Nr. Crt. | Advantages/Expressed Opinion | Urban/93 | Rural/54 | Total/147 | |||
---|---|---|---|---|---|---|---|
Nr. | (%) | Nr. | (%) | Nr. | (%) | ||
1 | We have more free time | 29 | 31.18 | 20 | 37.03 | 49 | 33.33 |
2 | Accessibility/We can attend classes at home or other locations | 29 | 31.18 | 17 | 31.48 | 46 | 31.29 |
3 | Reduced costs related to commuting and rent money | 25 | 26.88 | 15 | 27.77 | 40 | 27.21 |
4 | We can work or do other activities during classes | 18 | 19.35 | 3 | 5.55 | 21 | 14.28 |
5 | Better and easier communication at courses and seminars | 9 | 9.67 | 4 | 7.40 | 13 | 8.84 |
6 | Existence of teaching materials in electronic format | 8 | 8.60 | 7 | 12.96 | 15 | 10.20 |
7 | There are no null advantages/answers | 7 | 7.52 | 5 | 9.25 | 12 | 8.16 |
8 | Good protection against COVID-19 | 7 | 7.52 | 4 | 7.40 | 11 | 7.48 |
9 | Reduced stress and anxiety, courage in expressing ideas | 4 | 4.30 | 4 | 7.40 | 8 | 5.44 |
10 | Using IT technology and better IT skills | 5 | 5.37 | 2 | 3.70 | 7 | 4.76 |
11 | Better professional training | 4 | 4.30 | 2 | 3.70 | 6 | 4.08 |
12 | Increased motivation to participate | 3 | 3.22 | 2 | 3.70 | 5 | 3.40 |
13 | Existence of personal learning rhythm | 4 | 4.30 | 1 | 1.85 | 5 | 3.40 |
14 | It is easier to listen than to write in class | 2 | 2.15 | 1 | 1.85 | 3 | 2.04 |
15 | The security offered by the platform and its options | 1 | 1.07 | 0 | - | 1 | 0.68 |
16 | Watch HD videos at home | 1 | 1.07 | 0 | - | 1 | 0.68 |
17 | Large number of students present in class | 1 | 1.07 | 0 | - | 1 | 0.68 |
18 | Savings with college utilities | 0 | - | 1 | 1.85 | 1 | 0.68 |
19 | Better punctuality | 0 | - | 1 | 1.85 | 1 | 0.68 |
20 | It is easier to work in teams for essays | 0 | - | 1 | 1.85 | 1 | 0.68 |
Nr. Crt. | Disadvantages/Expressed Opinion | Urban/93 | Rural/54 | Total/147 | |||
---|---|---|---|---|---|---|---|
Nr. | (%) | Nr. | (%) | Nr. | (%) | ||
1 | Deficiencies in internet connection and technical problems | 21 | 22.58 | 24 | 44.44 | 45 | 30.61 |
2 | Reduced focus on online activities | 19 | 20.43 | 11 | 20.37 | 30 | 20.40 |
3 | I do not understand very well the ideas/information transmitted | 18 | 19.35 | 11 | 20.37 | 29 | 19.72 |
4 | Lack of physical interaction | 17 | 18.27 | 7 | 12.96 | 24 | 16.32 |
5 | Poor socialization | 16 | 17.20 | 8 | 14.81 | 24 | 16.32 |
6 | Too much theory, too few practical activities | 16 | 17.20 | 2 | 3.70 | 18 | 12.24 |
7 | Excess time spent on computer/phone | 10 | 10.75 | 2 | 3.70 | 12 | 8.16 |
8 | Difficult communication, microphone, simultaneous speech | 8 | 8.60 | 8 | 14.81 | 16 | 10.88 |
9 | There are no disadvantages/zero answers | 8 | 8.60 | 3 | 5.55 | 11 | 7.48 |
10 | We don’t know our teachers and all our colleagues well | 6 | 6.45 | 2 | 3.70 | 8 | 5.44 |
11 | Colleagues who connect but do not participate, do not respond | 5 | 5.37 | 3 | 5.55 | 8 | 5.44 |
12 | I’m bored, I don’t feel like I’m in college | 4 | 4.30 | 5 | 9.25 | 9 | 6.12 |
13 | Professional training will be poor | 4 | 4.30 | 4 | 7.40 | 8 | 5.44 |
14 | Poor motivation to learn | 3 | 3.22 | 3 | 5.55 | 6 | 4.08 |
15 | High fatigue, stress and anxiety | 2 | 2.15 | 3 | 5.55 | 5 | 3.40 |
16 | I can’t always connect from work | 2 | 2.15 | 0 | - | 2 | 1.36 |
17 | We have too much free time | 1 | 1.07 | 1 | 1.85 | 2 | 1.36 |
18 | Too short breaks between teaching activities | 1 | 1.07 | 1 | 1.85 | 2 | 1.36 |
19 | Teaching is sometimes mechanical | 1 | 1.07 | 0 | - | 1 | 0.68 |
20 | Drawing and graphics options cannot be used | 1 | 1.07 | 0 | - | 1 | 0.68 |
21 | Teaching materials in print/physical format are missing | 1 | 1.07 | 0 | - | 1 | 0.68 |
22 | Limited objectivity in some cases | 0 | - | 1 | 1.85 | 1 | 0.68 |
23 | Activities such as the prom cannot be organized | 0 | - | 1 | 1.85 | 1 | 0.68 |
Nr. Crt. | Proposals/Expressed Opinion | Urban/93 | Rural/54 | Total/147 | |||
---|---|---|---|---|---|---|---|
Nr. | (%) | Nr. | (%) | Nr. | (%) | ||
1 | I have no null proposals/answers | 35 | 37.63 | 20 | 37.03 | 55 | 37.41 |
2 | Everything went very well, I want to continue online | 10 | 10.75 | 1 | 1.85 | 11 | 7.48 |
3 | More examples and demonstrations/videos | 6 | 6.45 | 5 | 9.25 | 11 | 7.48 |
4 | Involvement of all students in discussions | 6 | 6.45 | 4 | 7.40 | 10 | 6.80 |
5 | Solving problems related to the online platform, improving it with more functions | 5 | 5.37 | 3 | 5.55 | 8 | 5.44 |
6 | Return to the classic teaching option | 4 | 4.30 | 4 | 7.40 | 8 | 5.44 |
7 | Synthesizing/simplifying the material to make it more accessible | 4 | 4.30 | 3 | 5.55 | 7 | 4.76 |
8 | Interactive and fun activities related to the topic discussed | 4 | 4.30 | 2 | 3.70 | 6 | 4.08 |
9 | A program that allows us more physical encounters | 3 | 3.22 | 2 | 3.70 | 5 | 3.40 |
10 | Shortening the duration of the hours and increasing the breaks between them | 3 | 3.22 | 2 | 3.70 | 5 | 3.40 |
11 | Let’s have more free discussions | 3 | 3.22 | 1 | 1.85 | 4 | 2.72 |
12 | Fewer papers to be conceived and presented | 3 | 3.22 | 1 | 1.85 | 4 | 2.72 |
13 | Offering more teaching materials | 3 | 3.22 | 1 | 1.85 | 4 | 2.72 |
14 | Better organization of activities | 1 | 1.07 | 3 | 5.55 | 4 | 2.72 |
15 | More practice and less theory | 2 | 2.15 | 1 | 1.85 | 3 | 2.04 |
16 | Do not allow connection after the start of classes | 2 | 2.15 | 1 | 1.85 | 3 | 2.04 |
17 | Registration of activities on the open access platform | 1 | 1.07 | 2 | 3.70 | 3 | 2.04 |
18 | Teachers should be more patient with us | 1 | 1.07 | 2 | 3.70 | 3 | 2.04 |
19 | More detailed presentation of the courses | 2 | 2.15 | 1 | 1.85 | 3 | 2.04 |
20 | All students should have their video cameras activated | 1 | 1.07 | 1 | 1.85 | 2 | 1.36 |
21 | Training students to use the work platform | 1 | 1.07 | 1 | 1.85 | 2 | 1.36 |
22 | Greater tolerance for those who work | 1 | 1.07 | 1 | 1.85 | 2 | 1.36 |
23 | Higher performance IT equipment for teachers | 0 | - | 2 | 3.70 | 2 | 1.36 |
24 | Checks/exams based on grid tests only | 0 | - | 1 | 1.85 | 1 | 0.68 |
25 | More time for the student to think about the exam | 0 | - | 1 | 1.85 | 1 | 0.68 |
26 | Increasing the number of courses/seminars | 1 | 1.07 | 0 | - | 1 | 0.68 |
27 | Using graphic tables for sketches, drawings, etc. | 1 | 1.07 | 0 | - | 1 | 0.68 |
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Mocanu, G.D.; Murariu, G.; Iordan, D.A.; Sandu, I.; Munteanu, M.O.A. The Perception of the Online Teaching Process during the COVID-19 Pandemic for the Students of the Physical Education and Sports Domain. Appl. Sci. 2021, 11, 5558. https://doi.org/10.3390/app11125558
Mocanu GD, Murariu G, Iordan DA, Sandu I, Munteanu MOA. The Perception of the Online Teaching Process during the COVID-19 Pandemic for the Students of the Physical Education and Sports Domain. Applied Sciences. 2021; 11(12):5558. https://doi.org/10.3390/app11125558
Chicago/Turabian StyleMocanu, George Danut, Gabriel Murariu, Daniel Andrei Iordan, Ion Sandu, and Mihaela Orlanda Antonovici Munteanu. 2021. "The Perception of the Online Teaching Process during the COVID-19 Pandemic for the Students of the Physical Education and Sports Domain" Applied Sciences 11, no. 12: 5558. https://doi.org/10.3390/app11125558
APA StyleMocanu, G. D., Murariu, G., Iordan, D. A., Sandu, I., & Munteanu, M. O. A. (2021). The Perception of the Online Teaching Process during the COVID-19 Pandemic for the Students of the Physical Education and Sports Domain. Applied Sciences, 11(12), 5558. https://doi.org/10.3390/app11125558