Student Satisfaction in Using a Learning Management System (LMS) for Blended Learning Courses for Tertiary Education (original) (raw)
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TURKISH ONLINE JOURNAL OF DESIGN ART AND COMMUNICATION, 2018
Learning management system (LMS) helps higher learning institutions to manage their instructional resources and complement their traditional way of teaching. Although LMS survives via students' and instructors' use, its adoption is initiated by the students' satisfaction. Thus, the objectives of this study are to examine the level of LMS satisfaction among university students in a blended learning program and to investigate the factors that may impact their satisfaction. A quantitative research approach via a questionnaire was used in the study. The subjects consisted of undergraduate students in a public university in Yemen. A total of 174 participants were surveyed using a questionnaire. Descriptive statistics and multiple linear regression were employed. The results show that the participants have a high level of satisfaction of LMS usage in a blended learning environment. Also the findings indicated that Instructor Attitude, Classmates Attitude, Course Quality, Management Support, and System Quality are significant predictors to students' satisfaction of LMS. Therefore, this study has identified these significant factors in planning, designing and implementing a blended learning to promote and improve students' learning satisfaction.
Key factors to instructors’ satisfaction of learning management systems in blended learning
Journal of Computing in Higher Education, 2011
Learning Management System (LMS) enables institutions to administer their educational resources, and support their traditional classroom education and distance education. LMS survives through instructors' continuous use, which may be to a great extent associated with their satisfaction of the LMS. Consequently, this study examined the key factors that influence the instructors' satisfaction of LMS in blended learning, and how this satisfaction is related to their intention to continuously use LMS in blended learning and purely for distance education. These investigated factors are related to instructors' individual characteristics (computer anxiety, technology experience and personal innovativeness), LMS characteristics (system quality, information quality and service quality), and organizational characteristics (management support, incentives policy and training). The findings indicated that computer anxiety, personal innovativeness, system quality, information quality, management support, incentives policy and training are key factors to instructors' satisfaction of LMS in blended learning. Furthermore, instructors' satisfaction is a significant determinant of their continuous intention to use LMS in blended learning, and their intention to purely use LMS for distance education.
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 ...
2019
Blended Learning (BL) is the way e-learning is being combined with traditional classroom methods. It is becoming a flexible and effective platform in teaching-learning environment especially in the higher-level institution. Universiti Teknologi MARA (UiTM) has launched its Learning Management System (LMS) to facilitate an online teaching and learning. BL was introduced in 2011 to several courses in UiTM. Currently, BL is commonly used as the method in teaching and learning in most of the UiTM courses. However, it is crucial in knowing whether this method is applicable and significant to students in process of teaching and learning in UiTM Negeri Sembilan. The purpose of this study is to identify the students' satisfaction towards the implementation of BL in UiTM Negeri Sembilan based on five satisfaction domains which are interaction, instruction, instructor, course managements and technology. This study covered two campuses in UiTM Negeri Sembilan which involve four faculties; Faculty of Computer and Mathematical Sciences (FSKM), Faculty of Sports and Recreation (FSR), Faculty of Applied Science (FSG) and Faculty of Administrative Science and Policy Studies (FSPPP). Data was gathered through an online survey distributed to students. Multiple Linear Regression and Multivariate Analysis of Variance (MANOVA) were used to further analyse the data. Based on result, it shows that students had satisfied with the implementation of BL.
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.
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.
Communications of the Association for Information Systems, 2012
The use of Learning Management System (LMS) in academic institutions is becoming an imperative for many institutions. The success of LMS in academic institutions may be initiated by instructors' adoption; however, LMS survives in the long run by learners' continuous adoption and use. Consequently, the objective of this article is to examine the critical factors that influence the success of LMS in blended learning in terms of actual usage, perceived usefulness, perceived ease of use, and user satisfaction from the learners' perspective. The study also examines how these success measures impact learners' continuous intention to use LMS in blended learning. These critical factors are related to the major entities of LMS adoption: learner characteristics (computer anxiety, technology experience, self-efficacy, and personal innovativeness), instructor characteristics (attitude, teaching style, control, and responsiveness), LMS characteristics (system quality, information quality, and service quality), classmates characteristics (attitude and interaction), course characteristics (quality and flexibility), and organization characteristics (management support and training). Based on 512 learners, the results showed that all of these factors are critical to one or several success measures, except for learner self-efficacy, instructor online responsiveness, and management support. The results also showed that all success measures are critical to learners' continuous intention to use LMS in blended learning.
Turkish Online Journal of Distance Education, 2021
Nowadays, blended learning represents a combination of both e-learning and Face-to-Face learning approaches, which has been considered as an emerging concept of modern education. It has been regarded as a prominent alternative learning approach compared to the conventional e-learning approach. The degree of satisfaction of students with blended learning played a crucial role in evaluating the effectiveness of adopted techniques for blended learning. Therefore, this study examines a number of key factors that affect students’ satisfaction within a blended learning environment among undergraduate students involved in a private university in Saudi Arabia. In this paper, a comprehensive online questionnaire is used to assess the impact of blended learning based on seven factors of the blended learning environment. The respondents for this study are generally 221 young undergraduate students with an average age of 20-30 years old. The collected data is analysed by using SmartPLS 3. The r...
University student satisfaction and perceived effectiveness of a blended learning course
International Journal of Learning Technology, 2017
Universities started to implement online learning to support face-to-face learning. However, student satisfaction and perceived effectiveness of blended learning courses are linked to their previous learning experience, personal preferences and other student and teacher variables. This study examines student satisfaction and perceived effectiveness of a blended learning course and key factors related their satisfaction and perceived effectiveness in a Belgian university. In total 117 students enrolled for this course participated in an online survey and a random sample of 22 students participated in the interviews. The results indicate that student background and situational variables (international or local students, full-time or part-time students) perceived the effectiveness of the blended learning course differently. Part-time students had a higher perception of the effectiveness of the blended learning course. International students were more in favour of the blended learning mode than local students. Teacher competence and teacher support were regarded as the most important determinants for student satisfaction with the blended learning course. Other important factors influencing student perceptions and satisfaction with the blended learning course were examined and the results were discussed.
IEEE Access
Blended learning has been growing in demand and popularity and has become a common phenomenon in modern higher education systems, especially with the implementation of Learning Management System (LMS). This study examined the effects of critical success factors on students' experience and satisfaction with LMS in a blended learning setting. Certain characteristics of students, instructors, system, classmates, course design, and organization were identified from the literature as the main indicators of LMS success. A total of 174 university students (94 males and 80 females) responded to an online questionnaire. A partial least square (PLS) approach was used for data analysis. The result showed that certain factors were found to influence students' perceived ease of use and usefulness of LMS and consequently their satisfaction. Findings from this work provide the necessary insights as to how universities can enhance students' experiences and satisfaction of LMS in order to support the blended learning approach.