Satisfaction Levels of Sport Sciences University Students in Online Workshops for Substituting Practice-Oriented Activities during the COVID-19 Lockdown

Abstract

Laboratory teaching in sport and exercise sciences universities is of fundamental importance as it provides students with the necessary hands-on skills that are indispensable to future kinesiologists. However, due to the COVID-19 pandemic, students in lockdown missed the opportunity to acquire laboratory skills. Here we report the solutions adopted by a blended exercise science Master’s degree program of an online Italian university to ensure didactic continuity in the practice-oriented activities during the period of the COVID-19 lockdown. In order to mitigate this issue, laboratory sessions were replaced with online workshops and students’ satisfaction levels in this regard were investigated in the present study using an online survey conducted on 101 students during lockdown. The survey consisted of 7-point Likert scale items focusing on computer usage (CU), learning satisfaction (LS), social interaction (SI), and perceived value (PV). The analysis of the results revealed a good level of learning satisfaction of the students. Conversely, students perceived a moderate level of social interaction and had a moderate perception that online workshops can enhance their learning abilities. In conclusion, the results of the present study seem to indicate that online workshops can be considered a good and acceptable compromise during an emergency, although face-to-face activities remain the preferable learning delivery modality when dealing with the acquisition of hands-on skills.

The Challenges and Realities of E-Learning during COVID-19: The Case of University Sport and Physical Education

“…This was echoed by teachers, who felt that "for practical classes, e-learning is more difficult to use" (Survey, Teacher 7) and that they prefer to teach interactive courses in person. In this respect, our participants very much confirm that face-to-face activities are the preferable learning delivery modality for sport and physical education [19]. Additionally, irrespective of the nature of the class, the spontaneous, social interactions presented by face-to-face learning were sorely missed.…”

“…Certainly, we recognise and support calls for innovation and implementation of online education good practices in sport and physical education [19,25,45] and other contexts [46]. However, we will end by encouraging educational institutions to devise and invest in ways to increase the capacity and resilience of their face-to-face tertiary education in sport and physical education.…”

“…The sport and physical education field, arguably, faced an even more significant challenge than other more theoretical disciplines. Sport, after all, is an inherently physical, practical, and interactive subject, and these features do not always easily translate to the online setting [19]. As with other subjects, of course, there is first a need for easy-to-understand "organisational and technical resources", good internet connections, user-friendly e-learning tools, and a positive learning environment for all the students and instructors [19][20][21].…”

“…Sport, after all, is an inherently physical, practical, and interactive subject, and these features do not always easily translate to the online setting [19]. As with other subjects, of course, there is first a need for easy-to-understand "organisational and technical resources", good internet connections, user-friendly e-learning tools, and a positive learning environment for all the students and instructors [19][20][21]. However, creating these conditions may be easier in more theoretical subjects as opposed to in sport disciplines or other areas that require practical or hands-on learning.…”

“…These include designing inclusive learning spaces, fostering peer interaction, building a community, developing innovative assessment designs, providing clear structure, and ensuring instructors have adequate non-technical skills [23][24][25]. Often, the tools used for sport-focused e-learning are similar to those in other fields, and include conferencing tools such as Zoom or Teams, learning management tools such as Moodle, as well as interactive tools such as forums or quizzes [19,25].…”