The online environment is being increasingly utilized to deliver professional development courses to physical educators. Assessing fidelity allows us to determine adequacy of course models and allows us to quantify the degree to which elements of the course have been adequately implemented: this allows for accurate interpretation of the course's effects (Mowbray, Holter, Teague & Bybee, 2003). This study aims to determine the fidelity of an asynchronous online professional development course offered to elementary school physical educators in Virginia. This course was focused on the implementation of peer tutoring in physical education.
Method:
Three fidelity measures were created and applied to assess the online course, following guidelines proposed by Mowbray, Holter, Teague and Bybee (2003):
a) Structure fidelity measures: adherence to principles of adult learning theory which influenced the course structure were assessed by a team of experts, using a Likert scale.
b) Content fidelity measures: Evidenced-based 'best practices' of peer tutoring were compared with the course's content, by an expert team, using a Likert scale.
c) Process fidelity measures: Elements of content delivery were also assessed: first, podcasts, the primary method of content delivery, were assessed by experts, for adherence to the cognitive theory of multimedia learning as reflected in Mayer's principles of instructional design. Second, a sample of learners' (n=8) interaction with the course was assessed, through screen-recording, as they used the course. Learners' behaviors were assessed using a rubric created from the planned course process.
Inter-rater reliability measures were also calculated.
Analysis/Results:
Results indicated fidelity of structure relating to all but one of Knowles principles: the need for self direction. Specifically, a lack of opportunity for self direction was identified related to the structure of the course's evaluation. All process criteria and content criteria showed to be adhered to, as noted by all expert raters.
Conclusions:
With the increased emphasis on the need for evidenced-based practices in professional development, the significance of fidelity measurement is great. As online professional development in the area of physical education grows, course designers are challenged with creating evidence-based courses. This study demonstrates how fidelity criteria can be created and applied to an online professional development course for physical educators. Implications for course design and implementation are discussed.
References
Mowbray, C., Holter, H., Teague G. & Bybee D. (2003). Fidelity Criteria: Development, Measurement, and Validation. American Journal of Evaluation, 24(3), 315–340.