The Effect of Distance Education Based on Personalized System of Instructionon Academic Learning Time

Abstract

The aim of this study was to examine the effect of personalized system of instruction used in the physical fitness unit of online secondary school physical education and sports lesson on academic learning time. The sample of the study was composed of a total of 31 6th graders who attended physical education lesson (experiment group: 15, control group: 16). In the study, data regarding academic learning time were retrieved by using “Academic Learning Time-Physical Education Systematic Observation Tool” which was developed by Parker (1989). Academic learning time was examined over two basic domains including context level and learner involvement level. Lessons were carried out online simultaneously by using personalized system of instruction in the experiment group and direct instruction in the control group. The study findings have shown that personalized system of instruction increases academic learning time significantly compared to direct instruction. While academic learning time was found as 41.99% in the lessons carried out by personalized system of instruction, it was found as 23.93% in the lessons taught by direct instruction. In conclusion, it can be stated that students show appropriate physical activity behavior in 41.99% of their total academic time throughout personalized system of instruction and in 23.93% of their total academic time with direct instruction.