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Collaborative Learning in Physical Education 133In terms of content coverage of the module, the response was highlyfavourable; an average score of 4.1 was noted in the survey. Participantsindicated that the information presented was useful and helped them tounderstand the activities during the practical sessions. The participantsalso indicated that the use of pictures and video clips enhanced theirunderstanding of the content. With regard to online discussions, participantsgenerally agreed that the forums enabled them to share ideas,enhanced their understanding of the pedagogical content and encouragedthem to apply concepts learnt in the course. For the perception of knowledgegained from the use of this e-learning process, the computed scorefrom the survey was 3.8. The trainee teachers scored an average of 4.1 forthe design of the module. However, most were neutral in their opinionwith regard to a reasonable level of personal effort spent participating inthe discussion forums. This indicated that student interest in terms ofonline learning is an area that needs more attention and encouragement.Commentary on the e-Learning ApproachIn using e-learning, with all its features, learners are encouraged to seekanswers to their questions collaboratively. When an answer to a question isgiven, or the meaning individualized, the confidence of the learner wouldincrease and in turn reduce the dependency on the teacher at the sametime. This medium of instruction can be a useful tool in developing individualabilities to becoming lifelong and independent learners. For manyof the trainees, online education is a new phenomenon. With time, a paradigmshift may be realized among learners, as they come to accept onlineinstruction as an educational tool to supplement the practical aspects ofany sports module, let alone gymnastics.ConclusionIOur approaches received overwhelming endorsement from the students.Their responses indicated that using video and computer technology inteaching and learning motor skills was effective. Moreover, it was effectivenot only in acquiring the gymnastic skills, but also in enhancing observationalabilities and skill analysis capabilities. We suggest that pupils inschools be taught to observe and correct each other's techniques. PE teachersshould venture into incorporating video computer technology in teachingmotor skills. They could further capitalize on the potential of video as a
134 John Tan and Michael Kohmeans of feedback and as a tool for analysis. We also recommend that PEpractitioners consider using e-learning as a facility to supplement PE programmes.Hung, Tan, Wong and Cheah (2003) commented that the vastpotential of IT is waiting to be harnessed.The use of IT in PE also predisposes the learning process to be one thatis more learner-centred. It also facilitates collaborative work and movesaway from the traditional passive learning approach. PE teachers who integratevideo and computer technology into e-learning will not only improvetheir instruction but will also enhance the professional image in teachingmovement skills.ImplicationsCare must be taken when using e-learning to make sure that it is notmerely an "information dump" site.Discussion forums should be structured to avoid a "free for all" like inchat rooms. Specifically, questions posed should progressively requirehigher-order thinking skills that promote critical and reflective thought.Apply cueing strategies in visuals (by means of annotations or pop-upquizzes) to facilitate information processing.The use of modern video and computer technology within PE lessons inschool requires capital investment. Therefore, a commitment must bemade by PE practitioners to take advantage of the technology and notregard it as a novelty. Teachers must plan to integrate the use of suchequipment to meet the affective aspects of the learning outcomes in PElessons. This can be achieved effectively through collaborative work.IT is a tool that has the potential to facilitate the inculcation of independentand lifelong learning skills. However, teachers must make aparadigm shift to use it. Top-management support, as well as technicalsupport, is critical for this endeavour.ReferencesAmerican Psychological Association (APA) (1997). Learner-centered psychologicalprinciples: Guidelines for school reform and restructuring.Available at http://www.apa.org/ed/lcp.htmlBong, C.J. & Cunningham, D.J. (1998). Searching for learner-centered, constructivist,and sociocultural components of collaborative educational
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REACTReview of Educational Research
Page 5 and 6: About the ContributorsChai Ching Si
Page 7 and 8: REACT, Vol. 22, No. 2 (December 200
Page 11 and 12: Cooperative Learning and Service-Le
Page 17 and 18: 92 Chai Ching Sing and Tan Seng Che
Page 25 and 26: 100 Chai Ching Sing and Tan Seng Ch
Page 29 and 30: Influence of Peer Assessment 105Joh
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Page 39 and 40: 116 Jim Murphyconcerned with lectur
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Page 43 and 44: 120 Jim Murphyhe feels responsible
Page 45 and 46: 122 Jim Murphyto allow myself to gr
Page 47 and 48: 124 Jim MurphyIn many disciplines l
Page 49 and 50: 126 John Tan and Michael KohTypical
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Page 62 and 63: 140 Kirsten Schaetzelaspects of edu
Page 64 and 65: 142 Kirsten Schaetzeldiscussion and
Page 66 and 67: 144 Kirsten Schaetzelthe press, gay
Page 68 and 69: 146 Kirsten Schaetzelas discussion
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