Students Satisfaction on Blended Learning in the School of Sport Sciences

Background. Blended learning (BL) requires a virtual learning and online environment (VLE), which makes available a process for establishing learning communities. The Faculty of Physical Education at the University of Jordan designed several courses which incorporate blended learning with contact classes and online components on e-learning models. Objectives. The present study is to investigate if modes of BL possible influence on students’ perceived achievement goals and satisfaction. Methods. The research model is tested using a questionnaire survey.  Eighty-three undergraduate sports students participated in the courses (Motor Learning) offered by the University’s Faculty of Physical Education. The participants were divided into two groups. Results. Indicated that students were satisfied with the blended program and online learning environments, satisfaction was generally high with 83.4%. The results also show that BL rotation type (students rotate between online and traditional content on a fixed schedule) significantly affects learning satisfaction. Moreover, the quality of the teaching received the highest satisfaction level where interaction significantly affected self-study. Conclusion. The feedback of students who are amongst the critical stakeholders is essential to ensure a successful implementation of bent learning.