Effectiveness of Blended Learning Environments in University Students Pursuing Undergraduate Education in Sports Sciences

Abstract

This study aims to examine the perceptions and effectiveness evaluations of blended learning environments among university students majoring in sports education at İnönü University and Fırat University. The research, conducted in the 2022-2023 academic year, is descriptive using quantitative methods, with a sample of 674 students from the Faculties of Sports Sciences at İnönü University and Fırat University. Data collected through the Blended Learning Environments Effectiveness Scale were analyzed using the SPSS program. The research findings indicate that students perceive face-to-face learning environments as more effective and contribute more to the learning experience (x=4.062). Blended learning environments are considered the second most effective learning environment (x=3.841). However, online learning environments (x=3.342) and technical issues (x=2.957) present some challenges. Correlation analysis reveals a moderate positive relationship between face-to-face learning environments and blended learning environments (r=0.435, p<0.01), as well as between online learning environments and blended learning environments (r=0.540, p<0.01). The effectiveness of blended learning environments for university students in sports education is associated with factors such as student motivation, student-teacher interaction, technical support, and communication. Face-to-face learning environments are perceived as the most effective by students and contribute significantly to the learning experience. Blended learning, as an effective method, has the potential to adapt to different learning styles and address technical challenges. However, careful attention is required regarding the effectiveness of online learning environments and technical support issues.