Students’ satisfaction with blended learning programmes in the faculty of physical education

Introduction. Blended learning requires a virtual learning environment (VLE), which contributes to establishing learning communities. The Faculty of Physical Education at the University of Jordan has designed a number of courses which incorporate blended learning with contact classes and online components on the e-learning platform. The objective of the present study is to investigate if modes of blended learning affect students’ perceived achievement goals and satisfaction. Materials and Methods. The research model has been tested using a questionnaire survey. The sample consisted of 83 undergraduate sport students pursuing the courses in Motor Learning offered by the Faculty of Physical Education. Results. It was identified that students were satisfied with blended programmes and online learning environments (83 %). The findings have shown that Blended Learning rotation type (students rotate between online and traditional content within the fixed schedule) significantly affects learning satisfaction. Moreover, teaching quality received the highest satisfaction level when interaction significantly affected self-study. Conclusions. The feedback of students who are amongst the key stakeholders is essential to ensure a successful implementation of blended learning.