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Although educators in the field of kinesiology implement online education in various forms, online education rarely receives attention in literature. The purpose of this study is to explore online courses in the subject matter of kinesiology through the community of inquiry framework. This mixed-method study adopted a multiple case study approach collecting data using survey, learning management system analysis, and semi-structured interviews. The analysis of the quantitative and qualitative data revealed that instructors shared high intentions toward the implementation of teaching and cognitive presences. The online instructors expressed much lower levels of intentions to support the social presence. The authors suggest online instructors be mindful of students' engagement that is bound to the interplay of different types of learning activities. This study is expected to serve as a meaningful contribution to the understanding of the status of online teaching and learning in the field of kinesiology. [ABSTRACT FROM AUTHOR]

This paper reconceptualizes student engagement with course readings in management education. We challenge the perception of assigned readings as a solely student-centered issue, and propose a codesign approach that emphasizes the relational and intersubjective nature of various stakeholders contributing to the engagement design. The paper extends prior research by identifying concepts of quality of participation, connecting practices, and digital engagement that impact meaningful engagement with course readings. Grounded in action research theory, we propose a framework to design meaningful student engagement that is structured around six dimensions: (1) usefulness, (2) enjoyment, (3) quantity, (4) access, (5) intent, and (6) participative integration. These dimensions are entangled and viewed through three lenses: (a) what, (b) how, and (c) why. This paper presents theoretical and practical contributions, and importantly offers a paradigm shift in how educators and educational developers can enhance engagement with course readings in management education and beyond. [ABSTRACT FROM AUTHOR]

Representation matters and contributes to student engagement, sense of belonging, and overall success. This is especially true for our most vulnerable student populations, which include transgender and non-binary students who do not often see themselves represented within the structure of the academic institution. While university-wide initiatives to engage students such as first year seminars are important, so too are smaller scale efforts such as creating representation through the use of teaching materials and exercises in courses and information literacy sessions. When discussing representation for the LGBTQ + community, and especially transgender and non-binary parts of that community, it is important to acknowledge that within this larger group, there are any number of intersectional identities impacting individuals' sense of belonging, support, and access to success, all of which cannot be addressed in the space of this column or in the time it takes to run an information literacy session. However, that does not mean we, as educators, should not try. [ABSTRACT FROM AUTHOR]

Teacher librarians (TLs) play a central role in developing students' information literacy capabilities, which are vital for effective participation in formal education and active engagement in society. This research enhances insights into information literacy instruction in Australian secondary schools, by investigating the perceptions of practicing TLs regarding the information literacy needs of teachers and students. This article presents the groundwork for this investigation, employing a phenomenological approach and discussing findings from an initial survey. The study will inform TL education and improve current information literacy education practices, addressing the demand for nurturing 21st century skills embedded in the Australian Curriculum. [ABSTRACT FROM AUTHOR]

Despite the known benefits of campus recreation participation, many students do not engage with the programs and services offered on college campuses. College students report factors that constrain leisure time physical activity within the context of campus recreation. Examining the constraints and negotiation strategies of college students specific to the use of campus recreation facilities and programs is understudied and lacks validated instruments. The purpose of this study was to develop and report initial validity and reliability of the Campus Recreation Constraints and Negotiation Questionnaire. Exploratory factor analysis and confirmatory factor analysis were used to evaluate two independent scales. Psychometric properties including construct validity, internal structure, and reliability are reported from two different samples of college students. Practical implications for campus recreation programming and marketing efforts are discussed. [ABSTRACT FROM AUTHOR]

Purpose: This qualitative case study examined students' interpretations of their physical activity (PA) experiences within in-person and online physical education and how that influenced their PA self-efficacy. Method: The study participants were 40 (24 females) current high school students from three different schools who participated in focus group semistructured interviews. Results: Two themes were developed during analysis of the coded data: (a) online participation in PA within physical education was awkward and (b) students had a variety of observational preferences based on perceived and actual similarities/differences between students and their teachers, peers, and people within online videos. Discussion/Conclusion: The design of PA experiences should attempt to support or increase students' PA self-efficacy by limiting students' feelings of being uncomfortable or on display, increasing students' opportunities to learn from each other in comfortable ways, and providing students with detailed demonstrations from teachers and peers with a variety of skill levels. [ABSTRACT FROM AUTHOR]