A study of student satisfaction in a blended e-learning system environment (original) (raw)
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What Determinates Student Learning Satisfaction in a Blended E-Learning System Environment?
PACIS 2008 Proceedings, 2008
This paper presents a learning satisfaction model that examines the determinant factors for student learning satisfaction in a blended e-learning environment. Conformation factor analysis was performed to test the reliability and validity of the measurement model. The partial least squares method was used to evaluate the causal model. The results indicated that the learning climate, perceived value and perceived ease of use significantly affected learning satisfaction. Computer self-efficacy had a strong impact on perceived behavioral control; computer self-efficacy, perceived behavioral control and social interaction had significant effects on perceived ease of use. System functionality, content feature and social interaction significantly affected perceived value. Social interaction had a significant effect on learning climate. This paper provides initial insights into those factors that are likely significant antecedents for planning and implementing a blended e-learning system to enhance student learning satisfaction.
International Journal of Emerging Technologies in Learning (ijet), 2016
Based upon the expectation-confirmation theory (ECT), this study propose a theoretical model. The model examines the impacts of the critical antecedents on college students' English learning satisfaction and continuance intention to stick with a blended e-learning environment. The model was validated using a questionnaire survey on 313 college students. The researchers applied the partial least squares (PLS) method to validate the measurement properties and proposed hypotheses of the proposed research model. The findings indicate that, in general, college students are satisfied with the model and show positive continuance intention to stick with the blended e-learning system for their English learning. Our results can provide insight for the practices regarding planning and implementing a blended e-learning system to improve college students' learning satisfaction and facilitate their continuance intention to stick with a BEL environment.
Formosa Journal of Sustainable Research
Technology encourages e-learning to improve student learning and performance. The Covid-19 pandemic accelerated e-learning in Indonesian higher education. The learning method has transitioned from complete online learning to blended e-learning in new normal era. This research was conducted to determine the factors that influence students' intention to continue using blended e-learning using the IS Success Model. This research was conducted using a quantitative approach. Sampling was carried out by convenience sampling of 232 active students using blended e-learning in Indonesia. Data analysis was carried out with PLS-SEM. The hypothesis test shows that information, system, and support service quality affect blended e-learning student satisfaction. This research demonstrates that user happiness affects the intention to continue using blended e-learning
Assessing Students’ Perception of E-Learning in Blended Environment: An Experimental Study
Procedia - Social and Behavioral Sciences, 2015
This paper presents and analyzes the examination of the sample of thirty students of master and doctoral studies from five different universities regarding their level of satisfaction with the available e-learning resources in blended environment at their high educational institutions. They were also asked about the kind of system they would like to have in the future. For the purpose of quantitative assessment of their perception, two well-known and structured approaches were used: one based on the Saaty's AHP method, and the other set up on the four-dimension Kano's model graphical scheme on the students' expectations of the system as it should be. Upon the obtained numerical and graphical results, the corresponding qualitative conclusions have been derived.
International Journal of Information Technology Project Management
The utmost reason for this article is to present a detailed assessment of the salient antecedents(computer anxiety, technology related experience, computer self-efficacy, quality of service, quality of system, quality of system's output information, perceived usefulness and perceived ease of use) in determining students' approval and onward contentment towards using LMS in a blended learning environment. In view of this, the study employed a quantitative research design utilizing a questionnaire as the data collection instrument. Data was then obtained from 174 undergraduate students with Partial Least Squares Structural Equation Modelling (PLS-SEM) technique used for data analysis. The study revealed indicators such as perceived usefulness, the quality of the system and computer self efficacy as fundamental determinants of students' acceptance and satisfaction with blended learning. The study recommended among others that in order to achieve satisfaction and acceptance ...
BLENDED LEARNING AND USER SATISFACTION
2009
Increasingly, e-learning is gaining popularity and acceptance both in academic as well as in corporate environments. With the rapid increase of online instruction, many experts predict that e-learning may at some point become the largest source of higher education. A significant factor related to the acceptance and success of e-learning involves students' perceptions of and attitude towards online learning. In addition, past experiences with actual online instruction can be an important factor in students' perceptions of e-learning. This study surveys students' experience with an online unit in a traditional face-to-face course. Included also are student evaluations of several online components of a web-based course management software used in the course. Additional research can provide greater insight into the factors that promote the acceptance of and success with online instruction.
Australasian Journal of Educational Technology, 2016
This study assesses learner perceptions of a blended e-learning system (BELS) and the feasibility of accommodating educational hypermedia systems (EHSs) according to learning styles using a modified version of the technology acceptance model (TAM). Recently, Moodle has been adopted by an Iraqi university alongside face-to-face (F2F) classrooms to provide flexible learning and improve understanding. Based on TAM, individual differences and perceptions were explored in relationships between learner satisfaction and technology adoption. The model was extended to include e-learning self-efficacy, perceived satisfaction, and learning styles. Although other variables can be integrated, the proposed framework is to investigate the effect of learning styles in predicting satisfaction and BELS acceptance. A total of 210 undergraduate students voluntarily took part in the research. Data was gathered using a survey instrument and the Index of Learning Styles (ILS) Questionnaire. Partial least squares structural equation modelling (PLS-SEM) technique was used to examine the path associated between dependent and independent constructs. Unlike prior TAM literature, this research highlights the integration of perceived satisfaction and technology acceptance in accordance with psychological traits and learner beliefs. Overall, the model achieved an acceptable fit and successfully integrated intention to use (ITU) and perceived satisfaction (PS). However, psychological differences did not indicate positive impacts on learner satisfaction and e-learning adoption.
Estimating Students’ Satisfaction with Web Based Learning System in Blended Learning Environment
Education Research International, 2014
Blended learning became the most popular educational model that universities apply for teaching and learning. This model combines online and face-to-face learning environments, in order to enhance learning with implementation of new web technologies and tools in learning process. In this paper principles of DeLone and Mclean success model for information system are applied to Kano two-dimensional model, for categorizing quality attributes related to satisfaction of students with web based learning system used in blended learning model. Survey results are obtained among the students at "Mediterranean" University in Montenegro. The (dys)functional dimensions of Kano model, including Kano basic matrix for assessment of the degree of students' satisfaction level, have been considered in some more detail through corresponding numerical, graphical, and statistical analysis.
The objective of this study is to propose a research framework that investigates the relation between perceived fit and system factors that can motivate learners in continuing utilizing an e-learning system in blended learning instruction. As learners have the face-to-face learning opportunity in interacting with lecturers, the study aims at investigating the critical features the e-learning system can provide in assisting learning. Both quantitative (survey) and qualitative (focus group interview) methods are applied in this paper. Results reveal that the information quality and task-technology fit influence the confirmation of system acceptance. Perceived usefulness and system satisfaction have major impacts on continuance intentions. Notions from contingency theory are used to interpret these findings.