Implementation of OneNote as a tool to promote partnership in learning and teaching in PETE: learner understanding and motivation of preservice physical education teachers

Introduction Higher Education best practices suggested partnership as a relationship in which all participants are actively engaged in and stand to gain from the process of learning and working together (HEA, 2014). Nowadays,... [ view full abstract ]

Introduction

Higher Education best practices suggested partnership as a relationship in which all participants are actively engaged in and stand to gain from the process of learning and working together (HEA, 2014). Nowadays, technology is a key dimension of teaching and learning, as such that the education landscape has evolve to accommodate the increasing use of technological tools and to take advantage of their benefits to teaching and learning on a global scale (Gobbo & Girardi, 2001). It’s well know that when students are allowed to have their own control on the learning materials and learning pace at the same times (learner-centred teaching), they experienced a change in the learning process (Hunter, 2012). We aim to investigate Physical Education Teaching Education (PETE) students’ perceptions about the implementation of the collaborative platform OneNote.

Methods

148 Portuguese PETE students (divided in 8 different classes of 18 students each) were introduced in the OneNote as a platform to study the Physical Education Teaching Models (Metzler, 2011). Each class were assigned to study in depth one of the eight models, and integrate their searches results in their OneNote shared with the class teacher. After six weeks (2 classroom/week) all students reply to a 21 questions survey, adapted from Liaw, Huang, & Chen (2007). Twenty-four randomly students were organized in 3 focus group to deepen their perceptions about their learning understanding and motivation for the technology integration in the teaching and learning process as opposed to the expositive method (traditional).

Results

Survey results shows some reluctance to adopt OneNote as a learning tool alternative to the traditional method. Focus group reveal that this reluctance is due to the lack of knowledge of the tool potentialities and to the fact that they are not accustomed to using a strategy in which they are necessarily more active.