Student satisfaction and commitment towards a blended learning finance course: A new evidence from using the investment model

Alshehri, Abdulrahman F.

doi:10.1016/j.ribaf.2017.04.050

Cited by 29 publications

(29 citation statements)

References 15 publications

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“…The students scored significantly higher on the Blended Learning Satisfaction Scale, the Communication Skills Attitude Scale, and the communication skills subscale of the Nursing Students Self-Efficacy Scale. Another example of using blended learning in finance courses; F. Alshehri (2017) It is the first study to explore the levels of satisfaction and commitment of students enrolled on finance courses using an IM. Through the analysis of a sample of 100 undergraduate students enrolled on a blended learning finance course at King Khalid University, Saudi Arabia in the academic year 2012, the study proved the validity of such an IM in predicting the levels of satisfaction and commitment of students.…”

Section: Related Workmentioning

confidence: 99%

Students Attitudes toward Blended Learning among students of the University of Jordan

Aladwan¹,

Fakhouri²,

Alawamrah³

et al. 2018

MAS

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Information and communication Technology and the use of internet has added many values to the educational process. Many approaches has been developed for this purpose including e-learning, distant learning and recently blended learning. Many universities are adopting these approaches for teaching students. Therefore this research aims to examine attitudes of University of Jordan students toward blended learning. A sample of 250 students were selected to complete online questionnaire who have taken blended coursest hat contains aspects of knowledge about and attitude toward blended learning and a high level of preferring toward blended learning. The results of the study indicated that blended learning is useful to Students, and that most students fully understand the goals of e-learning through blended learning. In general the students have shown positive attitude towered blended learning. Furthermore, they have shown adequate information about the field of blended learning and to decide when and how to use the resources provided to them through blended learning. it also indicated that blended learning is more effective than traditional way of teaching to develop and improve the knowledge and skills. The results also indicated that electronic resources provide through blended learning is an effective way that help students to get knowledge and improve their skills, and it has tremendous effect on students life to take responsibility for their own learning process.Problem-based learning (PBL), often incorporated in the blended learning strategy, is amethod in which a problem serves as the motivation for active learning. The PBL approach is student-oriented approach. Students define the problem and determine learning objectives in order to find a solution to the problem. This approach is based on small groups of students collaborating with each other and the teachers to achieve understanding (Berkson 1993;

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Section: Related Workmentioning

confidence: 99%

Students Attitudes toward Blended Learning among students of the University of Jordan

Aladwan¹,

Fakhouri²,

Alawamrah³

et al. 2018

MAS

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“…En una investigación reciente (Alshehri, 2017) sólo el 21% de los estudiantes expresó una opinión negativa sobre la posibilidad de asistir a un curso mixto en el futuro. Por otra parte, el 39% de los estudiantes analizados recomendarían a otros estudiantes cursar UA en esta modalidad.…”

Section: Discusionunclassified

Percepción de los Estudiantes acerca de la Modalidad Semipresencial en la Enseñanza de las Ciencias Básicas de la Ingeniería. Un Estudio de Caso Universitario

et al. 2019

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ResumenEl presente estudio describe y analiza las percepciones de los estudiantes de la Facultad de Ingeniería de la Universidad Autónoma de Baja California en México, acerca de la modalidad semipresencial en la enseñanza de las ciencias básicas de la ingeniería. La población la conforman estudiantes que cursaron asignaturas de las ciencias básicas en la modalidad semipresencial durante los períodos 2016-2 y 2017-1, identificando los perfiles de los estudiantes con más dificultad para aprender y que podrían reprobar el curso. Para recolectar percepciones estudiantiles, se diseñó un cuestionario y se aplicó a 261 estudiantes. Se utilizó un análisis de frecuencias para describir sus percepciones y un análisis de conglomerados para generar una explicación acertada de los tipos de respuesta de los estudiantes y asociarlos con su desempeño académico. Los resultados demuestran que los estudiantes consideran que los temas del área de las humanidades son más adecuados para esta modalidad que los del área de las matemáticas. Palabras clave: estudios universitarios; expediente escolar; medios de enseñanza; modalidad semipresencial Perception of Students about the Blended Learning in the Teaching of the Basic Engineering Sciences. A University Case Study AbstractThe present study describes and analyses the perceptions of students of the Faculty of engineering of the Universidad Autónoma de Baja California in México, about blended learning in the teaching of the basic engineering sciences. The sample was formed by students who attended courses in basic science in a blended program during 2016-2, 2017-1, identifying the profiles of student with more problems to learn and that could fail the course. To collect student perceptions, a questionnaire was designed and applied to 261 students. A frequency analysis to describe their perceptions and a cluster analysis was used to generate an adequate explanation of the responses of the students and associate them with their academic performance. The results show that students considered that the topics of the area of humanities are more suitable for this modality than the area of mathematics.

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“…Alves and Raposo (2009) I ndicated that knowing the student satisfaction process with reliable and valid construct will make educational institutions threshold the student satisfaction (Alrasheedi and Capretz, 2013). It is very important to measure the right constructs of student satisfaction in order to be able to enhance the quality of the institution (Alshehri, 2017;Turkyilmaz et al, 2018). Focusing on to enhance the quality of education and provide all the necessity facilities to the student will make the institutions re-build their organizational structure to prioritize the significant factor that related to student satisfaction, as for the end of the day student is the primary customer to university (Ahmad, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

The Longitudinal Impact of Intellectual Capital on Innovation Performance in SMEs

Khan¹,

Kamaruddin²

2018

TJSSR

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The purpose of this study is to investigate the factors impacting the student satisfaction with the public and private universities of Malaysia and Pakistan, which are countries representing South/South-East Asia in cross-culture perspective. The study has applied a quantitative survey design guided by five hypotheses. A questionnaire was distributed among the students of private and public universities. A conceptual framework has been developed based on the modification of Student Satisfaction Index (SSI) model to measure the satisfaction of students from different aspects, such as university image, university location, quality of academic staff, university facilities, student expectation, overall student satisfaction. The research method used was a survey-based questionnaire that consisted of a total of 396 responses from the university students. The data were analyzed with SPSS and SmartPLS 3; the results indicate that when the comparison was made separately between private and public universities of Malaysia and Pakistan. The comparative statistical score was obtained using independent sample t-Test, the university facilities of Malaysian universities resulted higher than universities in Pakistan. Therefore, the independent sample ttest results conclude that the university facilities have a significant evidence (p=0.00) to support our research findings that university facilities do affect the student satisfaction more in Malaysia (mean=4.1788) than Pakistan (mean =3.7212) and the research hypothesis is significant that there is a significant difference in student satisfaction towards university facilities in Malaysia and Pakistan. Similarly, the quality of academic staff (p=0.035) has a significant effect on student satisfaction in Malaysia (mean=3.8283) and Pakistan (mean=3.6641). Furthermore, this leads the student expectation and overall student satisfaction level of Malaysia students are higher than students in Pakistan. However, student satisfaction level on university image and university location in Malaysia and Pakistan do not differ. The study is useful for university management to improve university students satisfaction. The future researchers are recommended further explore demographic and cultural variables impact on student satisfaction.

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Student satisfaction and commitment towards a blended learning finance course: A new evidence from using the investment model

Cited by 29 publications

References 15 publications

Students Attitudes toward Blended Learning among students of the University of Jordan

Students Attitudes toward Blended Learning among students of the University of Jordan

Percepción de los Estudiantes acerca de la Modalidad Semipresencial en la Enseñanza de las Ciencias Básicas de la Ingeniería. Un Estudio de Caso Universitario

The Longitudinal Impact of Intellectual Capital on Innovation Performance in SMEs

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