Abstract

Blended learning has become an increasingly relevant approach in higher education, offering flexible, interactive, and student-centered experiences. In Malaysian university Physical Education (PE) programs, its implementation remains limited despite rising enrolments and constrained instructional hours. This preliminary study investigates students’ perceptions of a blended learning environment using the adopted and adapted Distance Learning Environment Survey (DELES; Walker & Fraser, 2005) across its key domains: instructor support, student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy. Seventy-six Physical Education undergraduates completed the survey and took part in a pilot combining face-to-face instruction with Luoyang blended learning using LMS-based online resources. Descriptive preliminary analyses revealed generally positive and strong responses across the DELES domains, with particularly perceptions of students’ interaction (SIC) and student autonomy (SA).  These findings provide initial insights into students’ engagement with blended learning in the Malaysian PE context and highlight areas for refinement before a full-scale experimental evaluation. The study contributes preliminary evidence to guide curriculum developers, instructors, and policymakers in designing effective blended learning strategies that enhance the digital transformation of PE and sport education in Malaysian universities.