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<p>The present study aimed to explore the impacts of e-learning, e-learning attitude in sports, and e-learning satisfaction on perceived learning among students of sports sciences. A total of 371 (108 females, 263 males) undergraduate students of sports sciences participated in this correlational study. The data were collected through a demographic information form, the Online Learning Attitude Scale, the Online Learning Attitude Scale-Sports, the Distance Education Satisfaction Survey, and the Perceived Learning Scale. The data were analyzed using descriptive statistics, SEM, Pearson’s correlation test, and multiple regression analysis. The findings revealed that e-learning attitudes and e-learning satisfaction among the participants had significant effects on their perceived learning (<italic>p</italic> &lt; .05), while their e-learning attitudes in sports did not yield a significant impact on their perceived learning (<italic>p</italic> > .05). Accordingly, it may be claimed that as students’ e-learning attitudes and e-learning satisfaction increase, their perceived learning levels also increase. In addition to this, the students did not have a positive attitude toward learning applied courses online; therefore, undergraduate applied courses in sports sciences are better conducted face-to-face.</p>
</abstract>

The present study aimed to explore the impacts of e-learning, e-learning attitude in sports, and e-learning satisfaction on perceived learning among students of sports sciences. A total of 371 (108 females, 263 males) undergraduate students of sports sciences participated in this correlational study. The data were collected through a demographic information form, the Online Learning Attitude Scale, the Online Learning Attitude Scale-Sports, the Distance Education Satisfaction Survey, and the Perceived Learning Scale. The data were analyzed using descriptive statistics, SEM, Pearson’s correlation test, and multiple regression analysis. The findings revealed that e-learning attitudes and e-learning satisfaction among the participants had significant effects on their perceived learning (p < .05), while their e-learning attitudes in sports did not yield a significant impact on their perceived learning (p > .05). Accordingly, it may be claimed that as students’ e-learning attitudes and e-learning satisfaction increase, their perceived learning levels also increase. In addition to this, the students did not have a positive attitude toward learning applied courses online; therefore, undergraduate applied courses in sports sciences are better conducted face-to-face.

Exploring Perceived Learning Among Students of Sports Sciences in Distance Education

Physical Culture and Sport. Studies and Research

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The present study aimed to explore the impacts of e-learning, e-learning attitude in sports, and e-learning satisfaction on perceived learning among students of sports sciences. A total of 371 (108 females, 263 males) undergraduate students of sports sciences participated in this correlational study. The data were collected through a demographic information form, the Online Learning Attitude Scale, the Online Learning Attitude Scale-Sports, the Distance Education Satisfaction Survey, and the Perceived Learning Scale. The data were analyzed using descriptive statistics, SEM, Pearson’s correlation test, and multiple regression analysis. The findings revealed that e-learning attitudes and e-learning satisfaction among the participants had significant effects on their perceived learning (p  .05). Accordingly, it may be claimed that as students’ e-learning attitudes and e-learning satisfaction increase, their perceived learning levels also increase. In addition to this, the students did not have a positive attitude toward learning applied courses online; therefore, undergraduate applied courses in sports sciences are better conducted face-to-face.

The present study aimed to explore the impacts of e-learning, e-learning attitude in sports, and e-learning satisfaction on perceived learning among students...

Exploring Perceived Learning Among Students of Sports Sciences in Distance Education

Data publikacji: 11 mar 2023

Zakres stron: 13 - 26

Otrzymano: 04 lis 2022

Przyjęty: 13 sty 2023

DOI: https://doi.org/10.2478/pcssr-2023-0002

Słowa kluczowe
perceived learning, satisfaction, attitude, sports sciences

© 2023 Buğra Çağatay Savaş et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Exploring Perceived Learning Among Students of Sports Sciences in Distance Education

Data publikacji: 11 mar 2023

Zakres stron: 13 - 26

Otrzymano: 04 lis 2022

Przyjęty: 13 sty 2023

DOI: https://doi.org/10.2478/pcssr-2023-0002

Słowa kluczoweperceived learning, satisfaction, attitude, sports sciences

© 2023 Buğra Çağatay Savaş et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Słowa kluczowe
perceived learning, satisfaction, attitude, sports sciences