Abstract:

In the Department of Physical Education, a new didactic model based on the Inverted Classroom Model was developed for the courses "Motoric Skills", "Gymnastics - Teaching Concepts" and "Athletics". A separate e-learning course was developed for each subject in order to be able to teach the students the theoretical basics before each practical unit. In addition to theory, the e-learning course also contains concrete work assignments for the following practical unit at the university. The e-learning courses are structured in such a way that students have to complete an assessment at the end of each unit. This should make it possible for the students to apply what they have learned in theory together with the lecturer in the practical learning unit. In this case, because the students are university of teacher training students, the practice time at the university should be used efficiently and the students should also have the opportunity to try out the learning content themselves.

Qualitative data is collected by means of an online questionnaire. A total of 838 students were surveyed. The students were asked about their satisfaction with the presentation of the content, the support for individual work, cooperative learning, the time for practical exercises during the presence time and the desire for the use of this didactic model in other comparable courses. It is also analysed whether there are significant differences in the students' evaluation of the e-learning courses.

The results show a high level of student satisfaction with the various e-learning courses. The analysis shows no significant differences in the specific scales for the different courses.

Keywords:

e-learning, Physical Education, Teacher Training.