Collaborative Learning, Social Presence and Student Satisfaction in a Blended Learning Environment

Sorden, Stephen D.; Ramírez-Romero, José Luis

doi:10.1109/icalt.2012.114

Cited by 11 publications

(5 citation statements)

References 23 publications

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“…Although, a considerable amount of literature has been published on the blended learning far little attention has been paid by prior empirical researches specifically focused on blended teacher education program, (So & Brush, 2008;Alebaikan & Troudi, 2010;Sorden, 2011). Blended teacher education program is still in its infancy stage at Malaysian higher education institutions and IIUM.…”

Section: Introductionmentioning

confidence: 99%

Perceived Learning and Satisfaction in a Blended Teacher Education Program: An Experience of Malaysian Teacher Trainees

Karimi

Ahmad

2013

CONTEMP EDUC TECHNOL

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Blended learning, as a new approach to education, is rapidly being adopted by educational institutions for the purpose of teacher education or teacher training. This study reports the results of a survey exploring the relationships between perceived learning and satisfaction in a blended teacher education program among three different groups of specialization at the Institute of Education, International Islamic University Malaysia (IIUM). This study was mainly exploratory in nature, employing specifically the quantitative research method, utilizing crosssectional survey as the method of data collection. The respondents consisted of 170 teacher trainees who were randomly selected through quota sampling. The instrument used to collect data was a modified questionnaire that measured the respondents' perception of learning and satisfaction in the blended teacher education program. The respondents reported high levels of perceived learning and satisfaction toward the blended teacher education program. The results showed positive and moderate correlation between perceived learning and satisfaction, while there was no statistically significant difference among all groups of teacher trainees' perception of learning and satisfaction.

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Section: Introductionmentioning

confidence: 99%

Perceived Learning and Satisfaction in a Blended Teacher Education Program: An Experience of Malaysian Teacher Trainees

Karimi

Ahmad

2013

CONTEMP EDUC TECHNOL

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“…Selain faktor-faktor yang telah ditemukan dalam penelitian-penelitian sebelumnya, ada satu faktor yang dianggap penting terkait dengan kepuasan mahasiswa, yaitu social presence (Richardson & Swan, 2003), (Hostetter & Busch, 2006) (Cobb, 2009), (Leong, 2011), (Sorden & Ramírez-Romero, 2012), dan (Richardson et al, 2017). Richardson et al (2017) melakukan meta-analysis terhadap hasil penelitian-penelitian sebelumnya terkait hubungan antara social presence dan student satisfaction.…”

Section: Pendahuluanunclassified

Determinan Tingkat Kepuasan Mahasiswa Vokasi Mengikuti Kuliah Daring di Masa Pandemi Covid-19

Supardi¹,

Ashari²

2021

E-Jurnal Akuntansi

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This article investigates the relationships between social presence, cognitive absorption, and satisfaction of vocational college students in online learning. A hypothesized structural equation model was developed to study these critical variables that may influence interaction in online learning environments. Data was obtained through questionnaires from 448 students of vocational college at Yogyakarta. Data was analyzed by Structural Equation Modelling - Partial Least Square (PLS) using Smart PLS 2.0. The results of this research shows that the social presence and cognitive absorption of vocational college students is impact satisfaction directly. Keywords: Social Presence; Cognitive Absorption; Student Satisfaction.

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“…For a few, classroom meetings were offered as an opportunity for re-connecting with classmates (Geer, 2009;Nguyen, 2011) because a blended environment may lack social presence (Jusoff & Khodabandelous, 2009;Sitter, Carter, Mahan, Massello, & Carter, 2009;Sorden, 2011). Social presence contributes to learning in online environments (Sung & Mayer, 2012) in knowledge sharing (Cross, 2006) and knowledge construction.…”

Section: Meetings For the Learnermentioning

confidence: 99%

Blended Course Design

McGee

2014

International Journal of Mobile and Blended Learning

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Blended or hybrid course design is generally considered to involve a combination of online and classroom activities. However defining blended courses solely based on delivery mode suggests there is nothing more to a blended course than where students meet and how they use technology. Ultimately there is a risk that blended courses defined in this way will not utilize effective strategies that have proven to improve learning for students. This study investigates pedagogical strategies or designs that have reported success in higher education coursework as published in articles that address blended pedagogy. A qualitative meta-interpretive analysis identified eight themes: definitions of blended design, meetings for the learner, online priority, technology with a purpose, focused e-interactions, active learning, distribution of time, pedagogical chunking, and outliers and omissions.

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Collaborative Learning, Social Presence and Student Satisfaction in a Blended Learning Environment

Cited by 11 publications

References 23 publications

Perceived Learning and Satisfaction in a Blended Teacher Education Program: An Experience of Malaysian Teacher Trainees

Perceived Learning and Satisfaction in a Blended Teacher Education Program: An Experience of Malaysian Teacher Trainees

Determinan Tingkat Kepuasan Mahasiswa Vokasi Mengikuti Kuliah Daring di Masa Pandemi Covid-19

Blended Course Design

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