Determining the Satisfaction Level Of SHS Students Towards Blended Learning (original) (raw)
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During the past few years the number of courses offered online has greatly increased as technology has made delivery of such courses more feasible. Blended learning environment amalgamates the advantages of distance education with the effective aspects of traditional education. The purpose of this study was to investigate the effectiveness of blended learning instruction in terms of students’ satisfaction. Participants were sixty one (n=61) undergraduate students, between the ages from 17-24 years old. Forty-four percentage (44.3%) of the participants were male and fifty-six were female (55.7%). For the data collection at the end of this study, students completed a questionnaire with 2 sections. The first section included the students’ demographic/personal data. The second section evaluated students’ satisfaction about the blended learning course. Students’ satisfaction had been acknowledged as an important factor in order to estimate the effectiveness of a course, especially a blended course. Data analysis revealed that perceived e-learner satisfaction was higher than the average indicating students’ high satisfaction with the overall learning experience.
Satisfaction on Blended Learning in a Public Higher Education Institution: What Factors Matter?
Procedia - Social and Behavioral Sciences, 2015
Blended learning is a popular learning approach among higher education institutions as it integrates face-to-face teaching with web-based learning. As there is an increase usage of blended learning, there is an urge in measuring its quality via students' satisfaction. The present study aims to: (1) examine the relationship between individual factors and students' satisfaction on blended learning; (2) determine the relationship between situational factors and students' satisfaction on blended learning. Data were collected from students of a public higher education institution using questionnaires. The findings and implications of the study are further discussed and elaborated.
PLOS ONE, 2022
Background Blended learning in DESEC only started after the introduction of the internet in recent 5 years. However, there is still no research paying attention to this region, because the area is remote and research subjects are not easily accessible. This article has potential application value in helping the government and educational institutions to make decisions on blended learning strategies supporting poverty alleviation through education in poor and remote areas and ethnic region. The study will be the first to examine satisfaction and continuance intention of blended learning in the DESEC. Objective To identify junior high students' perception of satisfaction and continuance intention for blended learning in DESEC. To identify the strongest factors affecting junior high students' satisfaction and continuance intention of blended learning in DESEC. Methods A subsample of 635 junior high students participated online survey with consent of their parents verbally in computer room in schools under teacher's instruction. Data was coded and analyzed to generate descriptive statistics and inferential statistics. Structural equation model was used to evaluate the model of satisfaction and continuance intention of blended learning. Results The level for evaluating students' agreement on each of item were interpreted "agree" (3.76-3.89). The model explained variances (R
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.
Understanding Learners' Satisfaction in Blended Learning among Undergraduate Students in Malaysia
Universal Journal of Educational Research, 2019
Blended learning has extensively been used in many higher education institutions including Malaysia. Hence, instructors and institutions need to be well-equipped with adequate knowledge and skills, so that blended learning could be implemented successfully. This paper investigates the satisfaction among learners in blended learning environment at one of the universities in Malaysia through a survey study. The participants were 317 undergraduates enrolled in a blended learning course. The questionnaire was adapted from Zhai, Gu, Liu, Liang and Chin-Chung (2017) and Naaj, Nachouki and Ankit (2012). Descriptive statistics was employed to analyze the learners' demographic and their satisfaction towards blended learning. The results indicate that the learners' satisfaction towards blended learning employed at their institution was positive. This study also highlights several implications and recommendations that could anchor a greater understanding in the implementation of blended learning at higher institutions.
Students' Satisfaction on Blended Learning: A Preliminary Study
This paper highlights students' satisfaction towards blended learning in a tertiary course in Malaysia. Since it is a relatively new area in the Malaysian education system, there is a scarcity of research in this related field. The aim of this study is to examine the students' perception of the blended learning approach conducted in a course in a Malaysian university and to examine future directions in the application of blended learning. A one-to-one interview was conducted with 13 respondents who were chosen for this study. The results indicated more negative than positive responses. However, this should not hinder further implementation of blended learning. This study also discusses several recommendations in this paper.
Learner Satisfaction on Blended Learning
2008
This paper focuses on learner satisfaction as a measure of quality of blended learning. Blended learning combines multiple delivery media that are designed to complement each other and promote learning and application-learned behavior . In other words blended learning is defined as a method of educating-at-a-distance that utilizes technology (high-tech, such as television and the Internet or low-tech, such as voice mail or conference calls) combined with traditional (or, stand-up) education or training .
Journal of Critical Reviews, 2020
In today's digital technology, students are more interested in technology and only can focus on 10 to 15 minutes in the class. Blended learning is defined as the combination of traditional face-to-face method and instruction of computer media. The main objective of this study is to determine the relationship between the four variables and the satisfaction of blended learning among UUM students. Four independent variables are flexibility, technology capability, social interaction, and instructor characteristics while the dependent variable is the satisfaction of blended learning. A survey is conducted through a set of questionnaire and was distributed to the UUM's students who are currently taking International Business, Ethnic Relationship, or TITAS this semester through face-to-face and online distribution. A total of 360 respondents are involved in the study. Data were analyzed by using Statistical Package for Social Science (SPSS) version 25. The study will apply a normality test, reliability analysis, correlation analysis, and multiple regression analysis to examine the relationship among all the variables. The results show that all four independent variables have a significant and positive relationship with the satisfaction of blended learning among UUM students.
A Study on the Implications of the Blended Learning Its Effects towards Malaysian Education System
International Conference on Language, Education, Humanities and Innovation, 2017
Online learning is one of the fasted growing trends in education sectors especially at higher education institutions. The physical classroom learning nowadays is no longer applicable for the current younger generation as well as for adult learners. Internet and blended learning which is known as online education plays an important role in country's education system. It is deniable that blended learning provides a lot of benefits to the educators and for the students. Nevertheless, there are also negative implications from this blended learning. Lack of social interaction, limited collaborative learning, need for more preparation time and high cost are the several negative implications to students, educators and institutions from blended learning. This study examines the implications of blended learning from educator's perspectives and its effects towards Malaysian National System. Information has been collected through surveys, interviews, questionnaires and from library research. Data were gathered and analysed using SPSS. The studies found that there are various issues pertaining blended learning. Several problems have been identified and these issues have to be solved in order to sustain the quality of blended learning in higher education institutions and education system for the future generations and global competitiveness in education industry. Furthermore, Ministry of Higher Education (MOHE) should formulate a standard policy, monitor closely the implementation of blended learning, evaluate and review the method used in teaching and upgrade to maintain the quality of blended learning in higher education institutions.