Learner Satisfaction and Knowledge Construction in Blended Learning

Kintu, Mugenyi Justice; Chang, Zhu; Kagambe, Edmond

doi:10.21125/inted.2017.1269

Cited by 3 publications

(3 citation statements)

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“…In terms of the positive influence of STUD on SAST, the results show that encouraging student-to-student dialogue may improve learner satisfaction (Kintu et al, 2017b). One of the biggest barriers to online learning is students' lack of intimacy and interaction.…”

Section: Discussionmentioning

confidence: 92%

E-learning Outcomes during the COVID-19 Pandemic

My¹,

Tien

et al. 2022

IJLTER

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During the COVID-19 pandemic, it was necessary to implement online courses so that teaching and learning would not be interrupted. While online courses cannot replace traditional forms of learning, this form of teaching and learning has been and is the most effective solution. How to effectively teach and learn online is still a question of interest to many. The study aimed to determine the relationship between factors that promote learner satisfaction and e-learning outcomes among online learners of nine private universities in Ho Chi Minh City, Vietnam, from the learner's perspective. Because the model has an intermediate variable, the PLS SEM method is used. The study used the technology-mediated learning (TML) approach. Independent variables in this study include student motivation, student self-regulation, teacher-student dialogue, student-student dialogue, activities, course structure, technology quality, and LMS tools and features. The dependent variable in this study is e-learning outcomes. Research shows that student-to-student dialogue, course structure, and technology quality have a positive and significant impact on learner satisfaction. The results also show that learner satisfaction correlates with learner outcomes. From the research results, we have proposed some solutions, such as teaching platform, accuracy in course design, selection of software and teaching aids. This research offers a new understanding of the relationship between learner satisfaction and the learning effectiveness of online education at private universities, and contributes online education solutions suitable for new conditions in Vietnam.

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Section: Discussionmentioning

confidence: 92%

E-learning Outcomes during the COVID-19 Pandemic

My¹,

Tien

et al. 2022

IJLTER

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“…The results of some research studies show that students's satisfaction in the online learning system is high because they can interact and work together with their friends through this system. They can also reflect the characteristics and quality of learning during the blended learning system [11]. In other studies, however, student learning satisfaction has differed levels depending on their learning styles and backgrounds.…”

Section: Literature Reviewmentioning

confidence: 99%

Blended Learning: Perception and Achievement of Postgraduate Program Students of Yogyakarta State University

Andhika¹,

Hamdi²

2020

Proceedings of the International Conference on Online and Blended Learning 2019 (ICOBL 2019)

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This study aims to describe blended learning in terms of perceptions and achievements of postgraduate program students of Yogyakarta State University (UNY). The perception includes satisfaction, convenience, and involvement. This study used a survey method. The population of the study was all postgraduate students of UNY who had used blended learning. The sampling technique used random sampling with a total sample of 123 postgraduate students. The instruments used included questionnaires and documentation. Data were analyzed using quantitative descriptive. The resultsshow that the respondents agreed with the items on the satisfaction dimension, namely learning with the blended learning system increased understanding of their core concepts, and students were motivated to succeed. Meanwhile, on the convenience dimension, student perceptions are more diverse. However, there are three items in a broad category, where blended learning can make time and costs efficient, feeling isolated, and video material that helps them in different relationships. In the last dimension, the involvement, the most prominent is the better quality of interaction with fellow friends.

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“…A similar result has been found in other studies claiming that without a teacher, students might lose their attention or ignore the tasks easily (Moore & Kearsely, 2011). For this reason, as it is suggested in a Kintu, Zhu, and Kagambe (2017) study that teachers should have concern about the connectedness issue by providing balance interaction between teachers, students, and peers when using this delivery method. Similar to the findings in this study it was also found that students wanted more interactive activities in online mode such as real-time chatting or video call, where they could see their friends or the teacher.…”

Section: Perceptions Towards Blended-learning Environment and Its Eff...mentioning

confidence: 99%

Effects of oracy building instruction via blended learning environment on EIL students metacognitive awareness

Bangkom

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The study aim (1) to develop oracy skills instruction in a blended-learning environment, (2) to investigate the effects of students' metacognitive awareness after implementing the oracy building instruction via� blended-learning environment, (3) and to investigate the students' opinion towards using blended-learning environment. Twenty- nine high school students in Rayong were chosen as the sample group. The findings revealed that 1) there was a significant improvement of the participants' metacognitive awareness after taking OBIBLE, 2) there was a significant improvement of the participants' oracy skills after taking OBIBLE, 3) the students had positive opinions towards blened-learning environment. This research provides empirical evidence for the effectiveness of blended-learning environment and gives useful insights for future students, teachers, and institutions in teaching English oracy skills.

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Learner Satisfaction and Knowledge Construction in Blended Learning

Cited by 3 publications

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E-learning Outcomes during the COVID-19 Pandemic

E-learning Outcomes during the COVID-19 Pandemic

Blended Learning: Perception and Achievement of Postgraduate Program Students of Yogyakarta State University

Effects of oracy building instruction via blended learning environment on EIL students metacognitive awareness

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Learner Satisfaction and Knowledge Construction in Blended Learning

Cited by 3 publications

References 0 publications

E-learning Outcomes during the COVID-19 Pandemic

E-learning Outcomes during the COVID-19 Pandemic

Blended Learning: Perception and Achievement of Postgraduate Program Students of Yogyakarta State University

Effects of oracy building instruction via blended learning environment on EIL students metacognitive awareness

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Effects of oracy building instruction via blended learning environment on EIL students metacognitive awareness