Exploring Perceived Learning Among Students of Sports Sciences in Distance Education

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.

The Role of Perceived Usefulness, Perceived Ease of Use, and Task Technology Fit to Increase Perceived Impact on Learning

“…Perceived Impact on Learning in this study has a definition, namely how far individual thoughts about technology have an impact on the learning process. In addition to the amount of learning, students' perceptions of learning must also be considered (Savaş & Turan, 2023). The utilization of social media and mobile devices in higher education is a recently emerged occurrence that has not been well studied (Ansari & Khan, 2020).…”