Blended learning in higher education: Does gender influence the student satisfaction on blended learning?

Ekawati, Ardhianiswari Diah; Sugandi, Lianna; Kusumastuti, Dwi Listriana

doi:10.1109/icimtech.2017.8273530

Cited by 16 publications

(10 citation statements)

References 20 publications

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“…Both genders could play a significant role in online learning. While some suggest that male students are more inclined to technology and internet elements (Ekawati et al, 2017;Lau et al, 2021), some conclude that female students favor online learning because they feel more connected (Rovai and Baker, 2005) and more engaged (Tsay et al, 2018;Ferreira and Almeida, 2013). In response to such findings, we expand the study of gender differences among first-year students.…”

Section: Students' Blended Learning Experiencesmentioning

confidence: 99%

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Exploring first-year university students' blended learning experiences during the COVID-19 through the community of inquiry model

Huang

Lee²

2022

IJILT

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PurposeWhile blended learning has been proved to be successful in learning outcomes, the landscape of blended learning has changed under coronavirus disease (COVID-19) pandemic. Hence, the present study aims to explore first-year university students' perceptions of wholly blended learning during the pandemic, through the three constructs in the community of inquiry (CoI) instrument, namely teaching, social and cognitive presences (CPs).Design/methodology/approachSurvey data (N = 449) were collected from the 2020 Fall Cohort in Hong Kong for quantitative analysis. Reliability and validity of the CoI model is examined, followed by correlation and independent-samples t-tests.FindingsFirst-year students perceived overall low teaching, social and CPs with social presence (SP) scoring the highest. Findings also indicated that teaching presence (TP) significantly determined CP and SP; SP was a mediating variable in CoI. Students' gender and prior learning experience (online/blended) were not associated with perceptions of presences.Practical implicationsStudents today are more familiar with technology-based communication, and staying up to date in educational technology is crucial for teachers. Trainings in online teaching should be provided to teachers. Also, interactive technology should focus on improving peer interaction.Originality/valueThe proposed study is novel in that it used the CoI model among first-year students in Hong Kong during the pandemic. Findings are valuable to higher education in understanding students' perception of bended learning and in addressing issues.

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Section: Students' Blended Learning Experiencesmentioning

confidence: 99%

“…Both genders could play a significant role in online learning. While some suggest that male students are more inclined to technology and internet elements (Ekawati et al. , 2017; Lau et al.…”

Section: Introductionmentioning

confidence: 99%

Exploring first-year university students' blended learning experiences during the COVID-19 through the community of inquiry model

Huang

Lee²

2022

IJILT

View full text Add to dashboard Cite

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“…The literature regarding the effect of gender on students' perceptions of and satisfaction with online learning is quite mixed (Ekawati, Sugandi, and Kusumastuti, 2017;O'Driscoll, 2012;Sultan and Wong, 2012). On one hand, relatively early studies have reported that males have more experience using technology for different purposes and are, consequently, more comfortable with it, giving them an added advantage and creating more positive online experiences (Tucker, 2014;Lin et al, 2012).…”

Section: Gender and Satisfaction With Online Learningmentioning

confidence: 99%

The Effect of Learners’ Sex and STEM/non-STEM Majors on Remote Learning: A National Study of Undergraduates in Qatar

Newsome

Píña

Mollazehi

et al. 2022

EJEL

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The sudden and prolonged disruption to learning caused by the COVID-19 pandemic has exposed the vulnerabilities of traditional higher education and revealed the need for a rapid transformation. Lessons from the pandemic have made it clear that the future of higher education will rely heavily on e-learning and the agility of institutions to seamlessly transition between face-to-face, blended/hybrid, and fully online learning. As institutions begin their post-pandemic planning, the online experiences of different groups of learners during the pandemic offer valuable insight into what is working and what isn’t. Consequently, this study explored the effect of learners’ sex and discipline (STEM/non-STEM) on students’ perceptions of (1) course design, (2) assessment, (3) student behavior, (4) instructor behavior, and (5) tools and technologies during forced online learning. Additionally, the researchers investigated the effect of sex and discipline on students’ overall satisfaction with remote learning and explored the influence of students’ perceptions on satisfaction. Study participants were 1,825 undergraduates at eight universities in Qatar. Using the QLT evaluation rubric, the researchers adapted a 27-item survey to measure students’ perceptions of key aspects of quality online teaching and learning and to gauge overall satisfaction. Using a SEM approach, study results showed that (1) male students had more positive perceptions of instructor behavior, assessment, and tools and technologies compared to females, (2) males were more satisfied overall with their remote learning experiences, (3) students in STEM disciplines had significantly more negative perceptions of all the aspects of online learning explored in the study, (4) students in STEM disciplines were significantly less satisfied overall with remote learning, and (5) students’ perceptions of tools and technologies, assessment, and course design most influenced their overall satisfaction. These findings have important implications for faculty development and post-pandemic planning in higher education in general and the Gulf in particular.

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“…Accordingly, the benefits of both E-learning and traditional education are considered (13). Studies have revealed that the efficiency of a blended system is greater than the efficiency of both systems alone (14), and that students satisfaction is also promoted (15). Blended learning has the following advantages: enriching education, providing an active learning experience, increasing accessibility and flexibility, familiarizing students with self-learning and web-based learning systems, and utilizing social and interpersonal interaction (16).…”

Section: Momentarymentioning

confidence: 99%

Promotion of Blended Learning in Medical Education During the COVID-19 Crisis: A Successful Experience Report from Iranian Medical Universities

2022

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: With the emergence of the COVID-19 crisis and the closure of universities, the incremental trend of loading courses on the learning system shows that the spread of the coronavirus has intensified the move towards using new approaches in education in above 70 universities and research institutes. During and at the end of the crisis, the goal is to measure the status and consequences of the rapid growth of blended learning, including students and teachers’ satisfaction and the quality of learning.

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Blended learning in higher education: Does gender influence the student satisfaction on blended learning?

Cited by 16 publications

References 20 publications

Exploring first-year university students' blended learning experiences during the COVID-19 through the community of inquiry model

Exploring first-year university students' blended learning experiences during the COVID-19 through the community of inquiry model

The Effect of Learners’ Sex and STEM/non-STEM Majors on Remote Learning: A National Study of Undergraduates in Qatar

Promotion of Blended Learning in Medical Education During the COVID-19 Crisis: A Successful Experience Report from Iranian Medical Universities

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