University athletes tend to achieve lower academic performance, often due to their less interest in academics and extensive time commitment to sports (Miller & Kerr, 2002; Adler & Adler, 1985). The authors of this study believe that online course tools can be effective for supporting these university athletes if both teachers and students use these tools actively. Thus, they encourage university athletes to use one of online course tools (manaba+R) in their English classes. The aims of this study are 1) to explore to what extent university athletes use manaba+R for their study and their attitudes towards using it (compared to non-university athletes) and 2) to discuss how teachers can support university athletes study with manaba+R. This study mainly used quantitative analysis with some qualitative analysis. As for the quantitative analysis, questionnaires were used. Then the data is discussed qualitatively. The total of 81 university students (1st and 2nd year students) majoring in sports and health science at a private Japanese university participated in this study. The results show that nearly 70% of university athletes looked at manaba+R at home while only about 24% of them looked at manaba+R on campus when they did not have other classes. This result indicates university athletes did not tend to effectively utilize their time to study on campus. At the conference, the authors will show university athletes manaba+R usage in detail along with their attitudes, and discuss how teachers can help university athletes to make better use of manaba+R for their study.
Maki Ikoma, Ritsumeikan University, Japan
Yoshihiko Yamamoto, Shizuoka University, Japan
Stream: Education and Technology: Teaching, Learning, Technology & Education Support
This paper is part of the ACSET2016 Conference Proceedings (View)
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