The relationship between students’ attitudes and satisfaction in a “Physical Education in Early Childhood” blended course

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dc.contributor.affiliationMaria Giannousi - Democritus University of Thrace
dc.contributor.affiliationNicholas Vernadakis - Democritus University of Thrace
dc.contributor.affiliationVasiliki Derri - Democritus University of Thrace
dc.contributor.affiliationPanagiotis Antoniou - Democritus University of Thrace
dc.contributor.affiliationEfthimis Kioumourtzoglou - Democritus University of Thrace
dc.contributor.authorGiannousi, Maria
dc.contributor.authorVernadakis, Nicholas
dc.contributor.authorDerri, Vasiliki
dc.contributor.authorAntoniou, Panagiotis
dc.contributor.authorKioumourtzoglou, Efthimis
dc.date.accessioned2020-07-30T22:24:55Z
dc.date.available2020-07-30T22:24:55Z
dc.date.issued2010
dc.identifier.urihttp://hdl.handle.net/10125/69230
dc.titleThe relationship between students’ attitudes and satisfaction in a “Physical Education in Early Childhood” blended course
dc.typeConference Paper
dcterms.abstractWith the recent growth of new information and communication technologies (ICTs), web based course delivery has become a promising alternative for expanding the educational opportunities in the tertiary education. Blended learning -an alternative type of teaching- uses a combination of traditional face-to-face contact with on-line learning. The purpose of this study was to examine the relationship between students’ attitudes and perceived e-learner satisfaction in a blended course. Participants were thirty two (n=32) undergraduate students, between the ages of 18-23 years old. Sixty-three percent (62.5%) of the students were male and thirty-seven percent (37.5%) were female. For the data collection at the end of this study, students completed a questionnaire with 3 sections. The first section included the students’ demographic/personal data. The second section evaluated students’ attitudes and the third the perceived e-learner satisfaction from the blended learning course. Pearson correlation coefficients were conducted to examine the relationship between students’ attitudes and their satisfaction. The results of the corelational analyses identified a significant positive correlation between perceived e-learner satisfaction and students’ general attitude toward blended learning.
dcterms.extent8 pages
dcterms.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dcterms.typeText

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