Satisfaction Measurement in the Blended Learning System of the University: The Literacy Mediated-Discourses (LM-D) Framework

Abstract

Effective incorporation of new technologies into the education system has become a basic need in today’s globalized world, especially in adapting life to the new normal, which is seen by an increase in online learning. Thus, a blended learning system (BLS) becomes the alternative solution to enhance the effectiveness and efficiency of the online learning system by adding certain characteristics from the traditional approach to the online learning system. Therefore, the educational institution still has reluctance to adopt this kind of system as a means to deliver knowledge to the student due to several reasons, such as remote effects, learning progress assessment, alignment of the course roadmap to learning strategy, self-paced environment support, retaining lecturer authenticity, quantifying informal learning, and engagement of the student community. Thus, this study wants to investigate factors that influence the satisfaction of students in terms of using mediated communication consisting of the modules, the channels, and the lecturers as the component to evaluate the understanding of literacy within offline and online classes. In fact, satisfaction is a threshold target for the BLS contribution in bringing the discourses aligned with the demands as well as delivering necessary value for the related users. Interestingly, the results showed Computer Self-Efficacy and Expectation of Quality have valid and reliable value as well significancy within the proposed model.

Towards Automated Evaluation of the Quality of Educational Services in HEIs

“…Few studies have addressed the issue of monitoring the results of conducted studies [138][139]. None of the considered tools automates the overall process of evaluating student satisfaction, comparing results of individual HEIs and generating recommendations that can support HEIs leadership in decision-making.…”