Who or what contributes to student satisfaction in different blended learning modalities?

2016 ◽  
Vol 48 (2) ◽  
pp. 473-489 ◽  
Author(s):  
Anh-Nguyet Diep ◽  
Chang Zhu ◽  
Katrien Struyven ◽  
Yves Blieck
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Learning Modalities

scholarly journals Student Course Evaluations In Traditional And Blended Courses: A Case Study

2011 ◽  
Vol 4 (1) ◽  
Author(s):  
Gadis Nowell
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Cost Benefit Analysis ◽  
Research Question ◽  
Cost Benefit ◽  
Course Satisfaction ◽  
Future Research ◽  
Traditional Learning ◽  
Net Benefit

It is generally held that blended learning is gaining acceptance and being adopted at college campuses throughout the U.S.  Accompanying this trend has been an expansion of the research efforts in this area. These efforts have been guided mainly by the five pillars of the Sloan Consortium Quality Framework (Sloan-C) and two large questions.    One question is, “Is blended learning better than other learning environments?"   In this study, this question was examined from the perspective of the Sloan-C's student satisfaction pillar.  The research question was stated as follows:  “Is the level of student course satisfaction generated by blended learning higher than that which is generated by traditional face-to-face classroom learning?”  The results of this study revealed "no differences" between blended and traditional learning on the student course satisfaction variable.  In this regard, it is important to note that this finding of "no differences" is consistent with the existing research findings on student learning effectiveness as well.  Given this combined evidential pattern the following question is relevant and has implications for future research efforts in this area:  "Within the context of cost/benefit analysis, why should an institution invest the additional resources needed to effectively implement a blended format when, in accordance with the existing research evidence, there is little or no net benefit in terms of its impact on students; i.e., either in terms of student satisfaction or student learning?".

Blended Learning

2014 ◽  
pp. 69-89 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Variation Theory ◽  
Face To Face ◽  
Learning Modalities ◽  
Structure And Dynamics ◽  
Online Distance Learning ◽  
Online Distance ◽  
Teaching Learning ◽  
Blended Course

Blended learning provides an opportunity to rethink the ways in which instructors and learners use face-to-face and online distance learning modalities. Sometimes, this opportunity is missed and the resulting blended course is no more than a mechanical mix that serves pragmatic purposes but fails to reshape learning. This chapter rethinks the structure and dynamics of blended learning experiences and considers what it might mean to use different teaching/learning modalities. It explores the possibilities, challenges, and design of blended learning from a perspective of variation theory. It also reviews strategies to make explicit the differences in structure and dynamics of face-to-face and online distance environments that are encountered by the learner and suggests the benefits and limitations of such strategies.

scholarly journals Implementing and Evaluating a Blended Learning Format in the Communication Internship Course

10.28945/2299 ◽  
2015 ◽  
Vol 14 ◽  
pp. 217-235
Author(s):  
Christina M Smith
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Sense Of Community ◽  
Student Interaction ◽  
Learning Approaches ◽  
Course Structure ◽  
Face To Face ◽  
Design And Implementation ◽  
Pedagogical Design ◽  
High Level

The use of blended learning is well suited for classes that involve a high level of experiential inquiry such as internship courses. These courses allow students to combine applied, face-to-face fieldwork activities with a reflective academic component delivered online. Therefore, the purpose of this article is to describe the pedagogical design and implementation of a pilot blended learning format internship course. After implementation, the pilot class was assessed. Results of the survey and focus group revealed high levels of student satisfaction in the areas of course structure, faculty-student interaction, and application of theory to the “real-world” experience undertaken by students during the internship. Lower levels of satisfaction with the course’s academic rigor and a sense of community were also reported. Notably, students with experience in blended learning expressed lower levels of overall satisfaction, but reported higher levels of satisfaction with the course’s rigor and sense of community. The paper concludes by offering implications for instructors seeking to implement blended learning approaches.

scholarly journals Improving Learning in a Traditional, Large-Scale Science Module with a Simple And Efficient Learning Design

2014 ◽  
Vol 17 (2) ◽  
pp. 143-159
Author(s):  
Mikkel Godsk
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Student Performance ◽  
Teaching And Learning ◽  
Large Scale ◽  
Political Agenda ◽  
Learning Design ◽  
Face To Face ◽  
Online Activities ◽  
The Impact

Abstract This article presents the experiences and results of using a simple learning design for transforming a traditional, large-scale, face-to-face science module in calculus into blended learning where all face-to-face lectures were replaced by webcasts and online activities. The article presents the impact on teaching and learning in terms of how the teacher and the students used the materials and the impact on the students’ performance and satisfaction. The article concludes that replacing face-to-face lectures with webcasts and online activities has the potential to improve learning in terms of a better student performance, higher student satisfaction, and a higher degree of flexibility for the students. In addition, the article discusses implications of using learning design for educational development, how learning design may help breaking with the perception that facilitating blended learning is a daunting process, and, ultimately, its potential for addressing some of the grand challenges in science education and the political agenda of today

scholarly journals Does Case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

2019 ◽  
Author(s):  
Bela Rui Turk ◽  
Sebastian Ertl ◽  
Guoruey Wong ◽  
Patricia P Wadowski ◽  
Henriette Loeffler-Stastka
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Procedural Knowledge ◽  
Performance Outcomes ◽  
Multiple Choice Questions ◽  
Study Objective ◽  
Learning Platform ◽  
Case Based Learning ◽  
Case Based ◽  
Knowledge In Practice

Abstract Background Case-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. Ample data has shown CBL to be an enjoyable and motivational didactic tool, and effective in assisting the expansion of declarative and procedural knowledge in academia. Although a plethora of studies apply multiple choice questions (MCQs) in their investigation, few studies measure CBL or case-based blended learning (CBBL)-mediated changes in students’ procedural knowledge in practice or employ comparison or control groups in isolating causal relationships. Methods Utilizing the flexibilities of an e-learning platform, a CBBL framework consisting of a) anonymized patient cases, b) case-related textbook material and online e-CBL modules, and c) simulated patient (SP) contact seminars, was developed and implemented in multiple medical fields for undergraduate medical education. Additionally, other fields saw a solo implementation of e-CBL in the same format. E- cases were constructed according to the criteria of Bloom’s taxonomy. In this study, Objective Structured Clinical Examination (OSCE) results from (n=619) medical students in 2013 before CBBL implementation, and after CBBL implementation in 2015 (n=624) and 2016 (n=643) were analyzed. Results A significant improvement (adjusted p=.002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min=0, max=25). Conclusion E-Case-Based Learning is an effective tool in increasing student satisfaction, improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

Blended Environments: Learning Effectiveness and Student Satisfaction at a Small College in Transition

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Gouri Banerjee
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Liberal Arts ◽  
Positive Development ◽  
Learning Effectiveness ◽  
Mediated Learning ◽  
Self Directed Learning ◽  
Face To Face ◽  
Small College ◽  
Online Methods

As higher education moves increasingly to blended and fully online environments, smaller institutions often ask whether this is a desirable trend. They face many challenges in transforming their largely face-to-face didactic teaching traditions to the technology mediated learning environments. Learning effectiveness and student satisfaction are seen to be decisive in whether blended environments are a positive development or not. Using survey data from a liberal arts and sciences institution, we show that student satisfaction with blended learning depends largely on the challenges presented by the subject matter, the degree to which self-directed learning and problem solving are required, and the effectiveness of the chosen pedagogies by which face-to-face and online methods are combined. Blended environments that provide multiple modalities for learning, significant interactivity, familiar technologies, and sustained connections with teachers and peers are preferred by increasing numbers of students in this institution. Although many students and faculty remain skeptical about blended learning, there are others who are very satisfied learners.

scholarly journals Does Case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

2019 ◽  
Author(s):  
Bela Rui Turk ◽  
Sebastian Ertl ◽  
Guoruey Wong ◽  
Patricia P Wadowski ◽  
Henriette Loeffler-Stastka
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Procedural Knowledge ◽  
Performance Outcomes ◽  
Multiple Choice Questions ◽  
Study Objective ◽  
Learning Platform ◽  
Case Based Learning ◽  
Case Based ◽  
Knowledge In Practice

Abstract Background Case-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. Ample data has shown CBL to be an enjoyable and motivational didactic tool, and effective in assisting the expansion of declarative and procedural knowledge in academia. Although a plethora of studies apply multiple choice questions (MCQs) in their investigation, few studies measure CBL or case-based blended learning (CBBL)-mediated changes in students’ procedural knowledge in practice or employ comparison or control groups in isolating causal relationships. Methods Utilizing the flexibilities of an e-learning platform, a CBBL framework consisting of a) anonymized patient cases, b) case-related textbook material and online e-CBL modules, and c) simulated patient (SP) contact seminars, was developed and implemented in multiple medical fields for undergraduate medical education. Additionally, other fields saw a solo implementation of e-CBL in the same format. E- cases were constructed according to the criteria of Bloom’s taxonomy. In this study, Objective Structured Clinical Examination (OSCE) results from (n=619) medical students in 2013 before CBBL implementation, and after CBBL implementation in 2015 (n=624) and 2016 (n=643) were analyzed. Results A significant improvement (adjusted p=.002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min=0, max=25). Conclusion E-Case-Based Learning is an effective tool in increasing student satisfaction, improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

Blended Learning in a Creative Writing Program

2010 ◽  
pp. 63-75
Author(s):  
Chris Morgan ◽  
Janie Conway-Herron
Keyword(s):  
Pilot Study ◽  
Creative Writing ◽  
Blended Learning ◽  
Student Satisfaction ◽  
Learning Experience ◽  
Institutional Constraints ◽  
Writing Program ◽  
Delivery Model ◽  
Face To Face

This case study reports on the results of a two-year pilot study in blended learning in an undergraduate creative writing program at Southern Cross University in Australia. It documents the development and implementation of a blended delivery model that dispenses with outdated divisions between face-to-face and distance modes of delivery, creating a converged, blended learning experience for all students. Findings from the pilot provided important data in relation to student satisfaction, pedagogical considerations, institutional constraints, teaching technologies, faculty workload issues, and costs associated with blended learning. These findings will contribute to a University-wide move to converged, blended learning in 2009.

Sign in / Sign up

Export Citation Format

Share Document