Online Learner Satisfaction and Application of Course Content from an Online Graduate Physical Education Program

Research indicates that professional development provided over time can have a positive impact on teachers' and on students' learning in physical education (Bechtel & O'Sullivan, 2007; O'Sullivan & Deglau, 2006; Rink & Williams, 2003). The development of the online program under investigation in this study served as one answer to the critical need of providing ongoing, content-specific professional development for K-12 physical education teachers. The purpose of this study was to investigate the satisfaction of K-12 physical education teachers and their application of course content from a Master of Science online program in physical education teacher education. Twelve students who graduated from the Master's online program participated in this study. Three research questions guided the study: (a) What were the experiences of the physical education teachers during the online program?, (b) What areas of satisfaction in the online program were identified by participants?, and (c) In what ways were the participants implementing what they learned in the online program? Three sources of data were collected to answer the research questions: (a) a comprehensive exam, (b) an online survey, and (c) a 30-minute phone interview. The following techniques were used to ensure methodological rigor: (a) an audit trail, (b) cross-checking interviews, (c) a rich description of the online program, participants, and procedures, and (d) member-checking. The major findings provided reasons why the participants were very satisfied with this online Master's program in physical education teacher education. The data also revealed information concerning suggestions for improvement, implementation of content, and the difficulties related to applying new ideas.