The interest in the effectiveness of virtual education remains a major concern to academics particularly during the universal disease crisis (COVID-19). Nevertheless, there is a shortage of analyses concentrating on learners' insights in virtual physical education (PE) learning sessions. Positive correlation commonly occurs between attitudes and accomplishment; accordingly, attitudes can be considered markers (or predictors) of the usefulness of the learning progression. This study aimed to compare the student perceptions of the overall learning experience of synchronous training vs. asynchronous learning model. The general hypothesis of the study is that synchronous training model, and asynchronous learning would produce similar student perceptions of the overall learning experience, similar levels of student satisfaction with the learning experience, and similar positive attitudes towards the subject matter. To address the research questions, a validated research tool established in models of attrition and retention to detect factors affecting the success and failure in online learning environments will be used. The educational success prediction instrument version 2 (ESPRI-V2)is an open-source instrument that consists of a strong 23-item survey that measures stakeholder understanding and progress of the organization, strategies, and support system of an online course essential for learning and retention. The ESPRI-V2 is a 23-item survey comprising four cognitive factors: (1) technology use/self-efficacy, (2) success beliefs/locus of control, (3) instructional risk taking, and (4) organization strategies. Throughout the 9-weeks course students engaged in movement concepts and activities (strength, flexibility, agility, endurance, jumping, and balance activities). Students were randomly assigned to two groups (traditional vs. online). Between subjects' analysis of variance were employed to compare traditional and online mean scores for ESPRI-V2. There were no differences found in students' perceptions between online and traditional groups. There were no significant differences found between groups (p = 0.650) in achievement beliefs, self-efficacy (p = 0.098), risk taking (p = 0.903), and organization (p = 0.400). It can be suggested that synchronous (online) learning may combine the strengths of face-to-face and online learning and can offer a more productive learning experience. Synchronous (online) learning has the potential to augment learning and to involve students in the course material. These results support the notion that there is no sole recipe for generating a successful online course. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]