Giannousi, Vernadakis, Derri, Antoniou & Kioumourtzoglou about distance learning courses may lead to an increased engagement in the course, which in turn may cause better outcomes (Pan, Gunter, Sivo, & Cornall, 2005). Therefore students’ attitudes toward blended instruction may affect their motivation and interest in learning. Satisfaction is ‘‘the pleasure or contentment that one person feels when she/he does something or gets something that she/he wanted or needed to do or get’’ (Collins Cobuild English Dictionary, 1999). Although students’ satisfaction is not necessarily correlated with achievement (Moore & Kearsley, 2005), satisfaction seemed to be a very important component for the successful completion of the course (Chang & Fisher, 2003). While a number of advantages have been recognized in employing blended learning, insufficient learning satisfaction appeared to be an obstacle to the successful adoption of blended courses (So 2006). Students’ satisfaction, attitudes and expectations, play an important role in evaluating the effectiveness of the educational process in a blended learning environment (Akkoyunlu & Yılmaz-Soylu, 2008). The purpose of this study was to examine the relationship between students’ attitudes and perceived e-learner satisfaction in a “Physical Education in Early Childhood” blended course. Methods Participants Study participants consisted of 32 undergraduate students enrolled in the “Physical Education in Early Childhood” course in the Department of Physical Education and Sport Science at the Democritus University of Thrace. Twenty of the participants were male and twelve were female. The participants ranged in age from 18 to 23 years old. The convenience sample of participants was entered into the study through their voluntary participation. The blended course The online component was delivered using the asynchronous course management system (e-Class). E-Class included course description, course schedule, documents (course content), announcements, forums, links and student papers. The ‘‘Physical Education in Early Childhood” course was designed and developed as a blended learning course for the purpose of this study. The course duration was 13 weeks, and the students met for a 90-minute lecture with the instructor six times, every second week. The blended learning course required self-paced learning time since the course content was online, resulting in a major reduction in classroom lecture time. Students were expected to log onto the course individually from home, work or a University computing cluster, whichever was most convenient, and read that week’s course material, download resources (such as lecture transcripts and journal papers), and follow instructions to complete tasks. Assignments emphasized practical application and authentic tasks all complemented with textbook readings. Weekly quizzes and self-evaluation questions were given online. Also students participated in weekly discussions using an online forum.. 144 Giannousi, Vernadakis, Derri, Antoniou & Kioumourtzoglou Figure 1. Percentages of participants’ use of e-class. Student’s responses to the question “΅Which teaching approach would you prefer to use?” indicated that 56.3% would choose the blended format again while the 25% preferred an online approach. Only the 18.8% of the students had chosen the traditional method. Relationship between Students’ attitudes and perceived e-learner satisfaction toward blended learning The relationship between students’ attitudes and perceived e-learner satisfaction, was investigated using Pearson correlation coefficient. Preliminary analyses were performed to ensure no violation of the assumptions of normality, linearity and homoscedasticity. The results of the correlational analyses presented in table 1, have shown that 4 out of the 6 correlations were statistically significant and were greater than or equal to .430. The correlation of students satisfaction with the third dimension of the attitude questionnaire was positive significant. These finding suggest that the higher the general attitude toward blended learning, the higher the satisfaction. Means and standard deviations of students’ attitudes and satisfaction are presented in table 2. There were no significant differences in satisfaction between male and female students. Table 1. Correlations among the three dimensions of the students’ attitudes toward blended learning and students’ satisfaction General attitude Satisfaction General attitude .773** User control .131 Interaction .275 .430* .549** **p < 0.01 *p < 0.05 146 User control .735** Communication, Collaboration, Communities, Mobility and Best Choices Table 2. Means and standard deviations of students’ attitudes and satisfaction toward blended learning Ν Average Standard Deviation General attitude 32 3.54 .59 User control 32 3.51 .45 Interaction 32 2.83 .57 Satisfaction 32 3.76 .58 Discussion Blended learning has gained considerable popularity in tertiary education in recent years. Students’ attitudes and satisfaction had been acknowledged as important factors in order to estimate the effectiveness of a blended learning course. The purpose of this study was to examine the relationship between students’ attitudes and perceived e-learner satisfaction in a Physical Education in Early Childhood blended course. Consistent with previous studies in the literature (Vignare & Starenko 2005; Oliver 2005), data analysis revealed that students seemed satisfied from the way the course’s context was delivered to them. Satisfaction is an important component for the effectiveness of the course, since satisfied students learned more easily, were less likely to drop out of class for non-academic reasons, were more likely to take additional distance courses, and to recommend the course to others (Biner, Dean, & Mellinger, 1994). After attending the blended course, the 56% of the students expressed their preference to the blended method. Such findings corresponded to previous studies (Arbaugh, 2000), which indicated that simply asking students whether they would enroll in another distance education course could determine students’ satisfaction with the course they are attending at the time. An explanation for the 25% of the students, who preferred to attend an online course in the future, could be that the students had no prior experience of online courses and since they were satisfied with the blended format they thought that they could save the time of attending classroom lectures and still have the same learning results as in the blended course. Furthermore some students (19%) expressed their preference to the traditional model. Probably because they were not familiar neither with the online learning management system nor with the self-paced learning, that the blended format required. Gender didn’t appear to have any affect to students’ satisfaction in contrast with other studies where females reported significantly higher levels of satisfaction with learning (Stokes, 2003). Students also seemed to have quite positive attitudes toward the blended course, except from the interaction dimension which was quite neutral. Results had also shown that there was a significant positive relationship between perceived e-learner satisfaction and general attitudes. In other words, positive attitudes may result to higher satisfaction from 147 Giannousi, Vernadakis, Derri, Antoniou & Kioumourtzoglou the learning environment. Positive attitudes appeared to be the first step for the adaption of blended instruction, since they may lead to increased time engaged in the course (Pan et al, 2005). Furthermore, blended learning environments cannot be effective and thrive without considering students’ needs and preferences. Obtaining student feedback about the blended learning environment is crucial for the successful design and implementation of this environment. Considering the fact that institutions are becoming more accountable in their provision of courses it is vital that not only must learners be satisfied with the course they must also be motivated to continue with it. Conclusion This research represents an initial attempt to examine the relationship between students’ attitudes and perceived e-learner satisfaction in a blended course format. In conclusion, positive attitude towards blended learning may lead to increased students’ satisfaction from this learning environment. Moreover, with the help of technology, blended learning can be used as an alternative approach in teaching and learning in Tertiary Education, in order to motivate students. The explosion of blended learning in supporting learning has made it extremely significant to investigate the determinants crucial that would enable students to use the blended model and enhance their learning satisfaction. Comprehending the essentials of what determines student learning satisfaction can provide great management insights into developing effective strategies that will allow universities to create new opportunities for their students and instructors. 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