EVALUATING INSTRUCTIONAL IMPACT OF ONLINE LITERARY THEORY COURSES FOR ATHLETIC EDUCATION PROGRAMS

Abstract

Objective: To evaluate the efficacy of online teaching management systems in delivering literary theory courses within athletic education programs. Methods: This study investigated the pedagogical effectiveness of an online teaching management system tailored for literary theory courses. The system's architecture encompassed resource libraries, course management, interactive communication, and evaluative feedback mechanisms. A dual-group comparative analysis involving student performance assessments and satisfaction surveys was conducted. Students in Group B utilized the online system for their course studies, while Group A engaged in traditional learning methods. Results: Performance outcomes revealed that students in Group B excelled in comprehension, application, and analysis of literary theory, surpassing Group A in examination scores. Additionally, satisfaction levels among Group B were notably higher, with an average increase of 0.7 points compared to Group A. Conclusion: The incorporation of online teaching management systems in athletic education programs significantly enhances both academic performance and student satisfaction. This method provides a comprehensive evaluation of students' learning outcomes and satisfaction, offering insights that could help educators refine online instructional strategies and improve overall teaching efficacy in literary theory courses.