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Special Issues

Online Learning in Sport Management Education

Guest Editors: Dr. John Miller and Dr. David Pierce

Submission Deadline: Extended to March 1, 2016

The development of computer applications has heralded a number of changes for online learning and teaching delivery. Specifically, the merging of the World Wide Web (the Web) with fast-moving technological developments in computing power, has opened the way for Web-based online learning (Pago & Wallace, 2007). As such, universities in the United States as well as globally have progressively accepted online learning education during the past 20 years (Altbach, Reisberg, & Rumbley, 2009). 

While there may be numerous concerns about online education, Andrew and Miller (2012) narrowed the focus to accreditation issues, teaching/learning styles, student misconduct, and pressures to increase financial profits at the expense of educational excellence. Although several of these concerns still held, others have been addressed to ensure a positive, yet rigorous, teaching and learning environment (Andrew & Miller, 2012). Importantly, innovative pedagogical methods have emerged as significant in the preparation of students as technology has permeated the sport industry (Pedersen, Parks, Quarterman, & Thibault, 2011). As a result, many of these universities have developed strategic plans to implement online education. The abundance of online pedagogical technologies and opportunities for flexible scheduling have created a “perfect e-storm” of pedagogy, technology, and learner needs (Bonk, 2004). 

The Web 2.0 generation of students, sometimes referred to as the “net generation,” have been brought up on and embraced technology advancements (Prensky, 2001, Thorne & Payne, 2013). These students have been described as "digital natives" who are "native speakers" in this environment (Jones, Ramanau, Cross, & Healing, 2010; Prensky, 2001, Thorne & Payne, 2013). As a result, university sport management instructors should consider the complete use of various functions of the web course tool.

This special issue of SMEJ will provide advanced investigations concerning online learning in sport management. Research published in this issue will offer a glimpse into the pedagogical and technological possibilities as ways to better prepare sport management students for the seemingly ever-changing sport industry. This special issue is open to all methodologies for research manuscripts, and “how-to” papers submitted under the new Pedagogical Innovations section will also be considered (see submission guidelines for details).

Possible topics include but are not limited to:

  • Evaluation of the pedagogical online methods
  • Challenges faculty face teaching in the online environment
  • Integration of online and blended learning styles into sport management education
  • Adapting emerging technologies to various learning styles
  • Myths and barriers of online learning in sport management education
  • Impact of online learning on undergraduate and graduate sport management student learning

Submission Guidelines:

Submission guidelines for this special issue must adhere to the submission guidelines for SMEJ, which can be found at

Authors should submit their manuscript through Manuscript Central, the online submission system for SMEJ at

The cover page for the manuscript should clearly state that the submission is for the special issue on Online Learning in Sport Management Education. 

Submission Deadline: March 1, 2016

Specific questions should be addressed to the Guest Editors:

John Miller, Ph.D.
Troy University
400 Pell Avenue, Room 157
Troy, AL 36082
David A. Pierce, Ph.D.
Indiana University-Purdue University Indianapolis
901 West New York Street, PE 251
Indianapolis, IN 46202