Author ORCID Identifier

https://orcid.org/0000-0002-8073-6039

Semester

Spring

Date of Graduation

2025

Document Type

Dissertation

Degree Type

PhD

College

College of Applied Human Sciences

Department

Physical Education Teacher Education

Committee Chair

James Wyant

Committee Co-Chair

Sean Bulger

Committee Member

Sean Bulger

Committee Member

Emi Tsuda

Committee Member

Adam Keath

Abstract

This study examines the phased development of an online kinesiology education program, tracing its evolution from inception to institutionalization through Rogers’ Diffusion of Innovations (DOI) theory. Using a learning history methodology, this research synthesizes document analysis, stakeholder interviews, and focus groups, and historical program data to explore how strategic leadership, faculty engagement, student support, and technological advancements influenced the program’s growth and sustainability. The research is structured around three critical phases: inception, maturation, and institutionalization, highlighting key adaptations in curriculum design, administrative structures, and quality assurance. Findings reveal a transition from a decentralized, experimental model to a structured, integrated online program. Key themes include the role of leadership in online program advocacy, faculty development as a driver of instructional quality, student support mechanisms that enhance retention, and accreditation and regulatory compliance that shape long-term viability. The study aligns these findings with the Online and Professional Education Association’s UPCEA (University Professional and Continuing Education Association) Hallmarks of Excellence in Online Leadership, illustrating best practices in online program administration. This research contributes to the understanding of scalable, student-centered online education models, offering practical insights for institutions seeking to develop or expand their online programs. Implications highlight the importance of proactive leadership, structured faculty and student support systems, and ongoing quality assurance. Future research should explore cross-institutional comparisons, early-stage leadership strategies, and evolving frameworks for student engagement to refine best practices in online learning.

Key Terms: adoption, diffusion, innovation, institutionalization, learning history

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