Enhancing students engagement through blended learning satisfaction and lecturer support

2016 ◽  
Author(s):  
Idaya Husna Mohd ◽  
Norashikin Hussein ◽  
Ainie Harianie Aluwi ◽  
Muhamad Khalil Omar
Keyword(s):  
Blended Learning ◽  
Learning Satisfaction

scholarly journals Using PLS-SEM Model to Explore the Influencing Factors of Learning Satisfaction in Blended Learning

2021 ◽  
Vol 11 (5) ◽  
pp. 249
Author(s):  
Chun-Hsiung Huang
Keyword(s):  
Blended Learning ◽  
Influencing Factors ◽  
Structural Equation ◽  
Positive Impact ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning Motivation ◽  
Perceived Ease Of Use ◽  
Learning Satisfaction ◽  
The Relationship

This research explores the influencing factors of learning satisfaction in blended learning. Three dimensions are proposed: perceived usefulness, perceived ease of use, and learning motivation. It studied how these variables affect students’ learning satisfaction. The research hypotheses are: (1) Perceived ease of use positively affects perceived usefulness; (2) Perceived usefulness and perceived ease of use will have a positive effect on learning motivation; (3) Learning motivation positively affects learning satisfaction; (4) Perceived usefulness has a positive intermediary effect on the relationship between perceived ease of use and learning motivation. Participants included 173 freshmen who took the first-year interactive game design course at Ling Tung University in Taichung, Taiwan. The questionnaire survey method is applied in this research to analyze the relationship between the variables and verify the hypothesis based on the collected 173 valid questionnaires. The partial least square method structural equation model (PLS-SEM) is used to carry out structural equation modeling to study the relationship between latent variables. It explains that the perceived ease of use affects the perceived usefulness. Perceived usefulness and perceived ease of use have a positive impact on learning motivation. Learning motivation has a positive impact on learning satisfaction. Perceived usefulness as an intermediary factor of perceived ease of use has an indirect impact on learning motivation. The contribution of this research is to provide empirical evidence and explain what factors may affect learning satisfaction. Some other related factors that may affect learning satisfaction should be taken as the factors that teachers should pay attention to when implementing blended learning.

scholarly journals Application of Blended Learning on the Antenatal Education Center Course: A Review of Flipped Classroom with Team-based Learning

2021 ◽  
Author(s):  
Yingying Lin ◽  
Xiaoyan Xiu ◽  
Juan Lin ◽  
Zhiwei Chen ◽  
Cui Xian Zheng ◽  
...  
Keyword(s):  
Health Education ◽  
Blended Learning ◽  
Flipped Classroom ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Prenatal Health ◽  
Antenatal Education ◽  
Learning Satisfaction ◽  
Team Based Learning ◽  
Directed Learning

Abstract Background: The goal is to evaluate the effects of a flipped class strategy on knowledge, self-directed learning ability, learning satisfaction and pregnancy outcomes in primiparas undergoing antenatal education. Methods: A convenience sampling method was adopted. A total of 621 primiparas who were diagnosed with early pregnancy in a first-class hospital in southeast China and received continuous prenatal health education from May to July 2020 were selected as the research subjects. The primiparas were divided into two groups in the antenatal education centre. One was the experimental group, who used the prenatal health education model based on blended learning (a flipped classroom with team-based learning); the other was the control group, who used the traditional mode of prenatal health education. The two groups were compared on the following outcomes: knowledge, self-directed learning ability, learning satisfaction and pregnancy outcomes. Results: The blended learning approach enhanced the primiparas’ knowledge, self-directed learning ability, and learning satisfaction, effectively controlled the gestational weight gain (GWG), alleviated the degree of anxiety and depression in the pregnant women during pregnancy, improved the self-efficacy and the natural delivery rate of the primipara, shortened the delivery process and reduced the risk of gestational diabetes mellitus (GDM), all P<0.05. Conclusions: Blended learning may be an effective strategy because of its validity and practicality in antenatal education.

scholarly journals A Study on the Learning Satisfaction and Learning Immersion of Blended Learning (face-to-face) Classes between Korean and foreign college students after covid-19 -To H University in Seoul, Department of Beauty Design Management-

2021 ◽  
Vol 27 (4) ◽  
pp. 1053-1061
Author(s):  
Oh Hyeok Kwon
Keyword(s):  
Blended Learning ◽  
Foreign Students ◽  
Statistical Processing ◽  
Final Analysis ◽  
Measurement Tool ◽  
Design Management ◽  
Korean Students ◽  
Face To Face ◽  
Learning Satisfaction ◽  
Post Test

This study aims to compare and analyze learning satisfaction and learning immersion among Koreans and foreign students in the Corona 19 era and to prepare the need and alternatives for blended learning classes (face-to-face + non-face) among various class methods. In this study, 208 questionnaires were distributed to every students in the Department of Beauty Design Management at H University in Seoul, and 206 questionnaires were used for the final analysis. The statistical processing was analyzed using SPSS 21.0 as follows: First, a frequency analysis was conducted to identify the general characteristics of the subjects surveyed; second, an exploratory factor analysis was conducted for the verification of the subjects surveyed; and third, a reliability test was conducted to verify the validity of the measurement tool. Fourth, we conducted t-test, ANOVA to find differences in learning satisfaction and immersion according to demographic characteristics, and conducted a Scheme-test as a post-test of ANOVA. Female students showed higher proportion than male students, and the proportion of Korean and foreign students was about the same. The Blended Learning course found that 39.8% of students take more than five courses, meaning that online classes alone are not enough to satisfy students' needs. Foreign students showed higher satisfaction in learning according to nationality than Korean students, and foreign students also showed higher immersion in learning than Korean students.

scholarly journals A Study on the Learning Satisfaction and Learning Immersion of Blended Learning (face-to-face) Classes between Korean and foreign college students after covid-19 -To H University in Seoul, Department of Beauty Design Management-

2021 ◽  
Vol 27 (4) ◽  
pp. 1053-1061
Author(s):  
Oh Hyeok Kwon
Keyword(s):  
Blended Learning ◽  
Foreign Students ◽  
Statistical Processing ◽  
Final Analysis ◽  
Measurement Tool ◽  
Design Management ◽  
Korean Students ◽  
Face To Face ◽  
Learning Satisfaction ◽  
Post Test

This study aims to compare and analyze learning satisfaction and learning immersion among Koreans and foreign students in the Corona 19 era and to prepare the need and alternatives for blended learning classes (face-to-face + non-face) among various class methods. In this study, 208 questionnaires were distributed to every students in the Department of Beauty Design Management at H University in Seoul, and 206 questionnaires were used for the final analysis. The statistical processing was analyzed using SPSS 21.0 as follows: First, a frequency analysis was conducted to identify the general characteristics of the subjects surveyed; second, an exploratory factor analysis was conducted for the verification of the subjects surveyed; and third, a reliability test was conducted to verify the validity of the measurement tool. Fourth, we conducted t-test, ANOVA to find differences in learning satisfaction and immersion according to demographic characteristics, and conducted a Scheme-test as a post-test of ANOVA. Female students showed higher proportion than male students, and the proportion of Korean and foreign students was about the same. The Blended Learning course found that 39.8% of students take more than five courses, meaning that online classes alone are not enough to satisfy students' needs. Foreign students showed higher satisfaction in learning according to nationality than Korean students, and foreign students also showed higher immersion in learning than Korean students.

scholarly journals Blended Learning Satisfaction: Uncovering the Gender Differences

2020 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
Choi-Meng Leong ◽  
Chin-Fei Goh ◽  
Fadillah Ismail ◽  
Owee-Kowang Tan ◽  
Choon-Hee Ong
Keyword(s):  
Gender Differences ◽  
Blended Learning ◽  
Learning Satisfaction

scholarly journals Student Experiences of Blended Learning in Interior Architecture

10.28945/4122 ◽  
2018 ◽  
Vol 17 ◽  
pp. 399-422 ◽  
Author(s):  
Yasemin Afacan
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Student Performance ◽  
Indirect Effects ◽  
Course Satisfaction ◽  
Student Experiences ◽  
Direct And Indirect Effects ◽  
Interior Architecture ◽  
Learning Satisfaction ◽  
The Relationship

Aim/Purpose: This study investigates, through structural equation modeling, the direct and indirect effects of blended learning on overall course satisfaction and student performance in interior architecture. Background: For critical education contexts, it is important to analyze student satisfaction with blended learning as well as its effects on student performance. In the context of teaching design, there is a need for in-depth research to understand what factors determine satisfaction with blended learning and how these factors affect performance in design courses both directly and indirectly. Methodology: To explore the student experiences of blended learning and its effects on the relationship between overall course satisfaction and student performance, data was collected through a survey instrument from a randomly selected 306 undergraduate students, 220 female and 86 male, each enrolled in four daytime blended learning sections of a design course. Contribution: Different than other studies, this study contributes to the literature by investigating the direct and indirect effects of a blended learning environment on the relationship between overall course satisfaction and student performance in the interior architecture context, rather than solely focusing on satisfaction or performance. Findings: The findings show that satisfaction with blended learning has a significant and direct influence on performance. Different than the studies in blended learning satisfaction literature, the study found blended interpretation and experience as significant contributors to impact blended learning satisfaction in design courses. Recommendations for Practitioners: The findings in the study are intended to assist design instructors in improving student satisfaction of a blended design course in order to enjoy the possibilities of new information and communication technologies (ICTs) as well as to serve as a basis for developing an effective course mechanism in a blended design curriculum. Recommendation for Researchers: The study focused on the mediating effect of only one variable, which was performance, but researchers could investigate more variables, such as experience, learning strategies, and retention as having mediating effects on student satisfaction in different blended learning models in design courses. Impact on Society: This study emphasizes that students’ satisfaction with blended learning in challenging learning environments like interior architecture provides learners with choices to develop more student-centered instruction and increased performance and engagement. Future Research: It is advisable to (i) explore the blended learning behavior of international design students compared with national students and (ii) investigate potential implications of computer-mediated feedbacks on student creativity.

scholarly journals The acceptance and impact of Google Classroom integrating into a clinical pathology course for nursing students: A technology acceptance model approach

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0247819
Author(s):  
Tzu-Hao Huang ◽  
Fen Liu ◽  
Li-Chen Chen ◽  
Ching-Ching Tsai
Keyword(s):  
Academic Achievement ◽  
Nursing Students ◽  
Blended Learning ◽  
Technology Acceptance ◽  
Controlled Study ◽  
Control Group ◽  
Intention To Use ◽  
Traditional Teaching ◽  
Learning Satisfaction ◽  
Experimental Group

Background Google Classroom (GC) is a free web-based instructional platform rarely used for nursing student education. The acceptance, intention to use, and learning outcomes of GC remain unclear in Taiwan. We sought to identify the technology acceptance level and factors affection the intention to use GC. We also explored how integrating GC into traditional teaching affects learning satisfaction and academic achievement among nursing students in Taiwan. Methods In this randomized controlled study, based on a technology acceptance framework, 74 nursing students were randomly assigned in clusters to experimental (n = 39) and control (n = 35) groups during the spring semester of 2018. In Weeks 3–18, each member of the experimental group received one hour of traditional and GC teaching per week. The control group received two hours of traditional teaching per week. Both groups were asked to complete questionnaires to evaluate learning satisfaction and academic achievement during weeks 10 (mid-semester) and 18 (end-of-semester). The experimental group additionally completed technology acceptance questionnaires in both situations. Findings In the experimental group, the overall end-of-semester technology acceptance score was high (141.8 out of 155); their perceived ease of use, intention to use, and technology acceptance scores increased significantly compared to mid-semester (p<0.05). At the end-of-semester, perceived playfulness and perceived usefulness explained 63.5% of the variance in intention to use. Regardless of whether the assessment was administered mid-semester or at the end-of-semester, the experimental group had higher learning satisfaction and academic achievement scores than the control group. However, the degree of progress on learning satisfaction and academic achievement demonstrated no significant between-group differences. Conclusions The experimental group demonstrated high acceptance of GC. Playfulness and usefulness positively influenced nursing students’ intention to use GC. Blended learning—in combination with GC and traditional methods—resulted in similar learning satisfaction and academic achievement when compared to traditional learning. More research is needed to explore the effectiveness of blended learning through the GC platform with different courses and ethnic groups.

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