Factors affecting students’ satisfaction in engineering disciplines: traditional vs. blended approaches

Martínez‐Caro, Eva; Bolarín, Francisco Campuzano

doi:10.1080/03043797.2011.619647

Cited by 79 publications

(49 citation statements)

References 21 publications

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“…Similarly, the student decides the study time (Garnham & Kaleta, 2002;Smyth, Houghton, Cooney, & Casey, 2012;Gómez & Duart, 2012;Mitchell & Honore, 2007). Studies show that students who pursue courses through the hybrid learning are better motivated and pay more attention during the study process (Sharpe, Benfield, Roberts, & Francis, 2006;Woltering, Herrler, Spitzer, & Spreckelsen, 2009;Donnelly, 2010;Wang, Shen, Novak, & Pan, 2009;Martinez-Caro & Campuzano-Bolarin, 2011). Professors argue that hybrid courses develop critical thinking skills in students.…”

Section: Literature Reviewmentioning

confidence: 99%

Learning Styles and the Hybrid Learning: An Empirical Study about the Impact of Learning Styles on the Perception of the Hybrid Learning

Ora¹,

Sahatcija²,

Ferhataj³

2018

Mediterranean Journal of Social Sciences

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Section: Literature Reviewmentioning

confidence: 99%

Learning Styles and the Hybrid Learning: An Empirical Study about the Impact of Learning Styles on the Perception of the Hybrid Learning

Ora¹,

Sahatcija²,

Ferhataj³

2018

Mediterranean Journal of Social Sciences

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“…Specifically, there is evidence that overall students enrolled in blended classes achieve higher grades than their counterparts in fully online or face to face courses [2]. Likewise, student satisfaction also tends to be higher in blended courses when compared to traditional lecture courses [3].…”

Section: Introductionmentioning

confidence: 99%

“…As most studies on blended learning reported were from the United States and Australia [2][3][4][6][7], it is crucial to study and understand the perceptions and factors contributing to its success locally. Consequently, a working group was established to start a Blended Learning Project spearheaded by the Faculty of Engineering, Computing and Science to determine academic staff and student perceptions on blended learning and also to identify the factors for successful implementation in the local environment.…”

Section: Introductionmentioning

confidence: 99%

Academics and Learners’ Perceptions on Blended Learning as a Strategic Initiative to Improve Student Learning Experience

Ying

Yang

2016

MATEC Web Conf.

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Abstract. The increasingly tighter shift of socio-economic constraints on higher education sectors in the recent years has called for greater flexibilities in student learning experience both locally and abroad. To this end, we have recently implemented a Blended Learning Initiative in an attempt to provide better learning support and greater flexibility to our students. This initiative is also in line with the University's aim of having 50% of our learning and teaching delivered on-line by 2020. In this report, we present our findings on academics and learners' perceptions on the approach which were obtained through surveys. Results showed that blended learning approach was new to the academics and the factors for successful blended learning implementation were identified. Results also showed that learners appreciated the approach as it made learning more accessible and flexible. Furthermore, they also enjoyed the interesting online activities incorporated into their units. In addition, learners were also able to review and pace their own learning. They also perceived that they have the access to the resources and technical ability to cope with online learning materials and activities. Nonetheless, the survey also revealed that learners still prefer to have academics delivering information to them directly rather than a flipped classroom model. In conclusion, findings from this study provide insights that blended learning could be effective to supplement courses offered by the faculty.

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“…In fact, traditionally the science-and mathematics-based engineering courses are the hardest to teach online because of the need for laboratories and equation manipulation [21]. Newer research shows that to improve the success of blended learning the teacher should adopt strategies that promote not only teacher-student interactions but also enhances class attendance, student-student interactions and motivation [22]. These findings agree with a study on students' perspectives on learning in a blended environment [10], where students stated that their learning output could be improved by using a more interactive teaching approach with the use of collaboration tools and receiving individual feedback.…”

Section: Related Workmentioning

confidence: 99%

Students’ Perception of Different Learning Options and Use of Authentic Research Papers in a First Year Engineering Course

Schmidt

2015

Int. J. Eng. Ped.

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Abstract-This case study presents a teaching strategy for an engineering dynamics course using a range of different learning options supporting different learning styles. The teaching strategy was implemented in a blended learning environment by combining traditional lectures with online resources. Additionally, hand-in assignments based on authentic research papers were introduced. Two sets of questionnaires were given to evaluate the students' perception of the different learning options. The study shows that the students found online pencasts very useful as a means to increase the outcome of studying a traditional textbook. The implementation of an electronic audience response system to enhance active learning by peer instruction in combination with traditional lecturing was highly appreciated by the students. The students found it difficult and time consuming to work with real research papers but many students expressed that it was stimulating to see that the theory is used today by practitioners in engineering. Finally, the study indicates that the proposed teaching strategy as estimated by the students leads to increased motivation and engagement in their study.

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Factors affecting students’ satisfaction in engineering disciplines: traditional vs. blended approaches

Cited by 79 publications

References 21 publications

Learning Styles and the Hybrid Learning: An Empirical Study about the Impact of Learning Styles on the Perception of the Hybrid Learning

Learning Styles and the Hybrid Learning: An Empirical Study about the Impact of Learning Styles on the Perception of the Hybrid Learning

Academics and Learners’ Perceptions on Blended Learning as a Strategic Initiative to Improve Student Learning Experience

Students’ Perception of Different Learning Options and Use of Authentic Research Papers in a First Year Engineering Course

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