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LEARNER SAT I SFACT I ON ON BLENDED LEARN I NG

LEARNER SAT I SFACT I ON ON BLENDED LEARN I NG. Petek Askar Hale Ilgaz Arif Altun Hacettepe University, Ankara, Turkey. What is B lended L earning and Student Satisfaction?.

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LEARNER SAT I SFACT I ON ON BLENDED LEARN I NG

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  1. LEARNER SATISFACTION ON BLENDED LEARNING Petek Askar Hale Ilgaz Arif Altun Hacettepe University, Ankara, Turkey

  2. What is Blended Learning and Student Satisfaction? • Blended learning is defined as a method of educating-at-a-distance that utilizes technology combined with traditional education or training. • Student satisfaction can be defined as the student’s perception pertaining to the college experience and perceived value of the education received while attending an educational institution. • Studentsatisfaction is one of the key factors for the success of the programs. Learner Satisfaction on Blended Learning

  3. Aim • The aim of this study is to develop and validate an instrument related to learner satisfaction with regard to blended learner and to explore whether satisfaction differs according to gender and age. Learner Satisfaction on Blended Learning

  4. Sample • This study was carried out in a blended-learning environment offered by Ankara University Distance Education Center (ANKUZEM). • The sample for this study included participants studying in a BA completion program for the Faculty of Theology in a blended learning program. • The data were collected form 360 learners, 235 males and 125 females. Learner Satisfaction on Blended Learning

  5. Data Collection Process • An instrument which includes 34 item with six hypothetical factors is designed to determine learners’ satisfaction levels and to explore whether there is a difference in satisfaction levels according to their gender and age. Learner Satisfaction on Blended Learning

  6. Results • A confirmatory analysis was performed. • The learner satisfaction on blended learning instrument (SBLI) hypothesized six dimensions; interaction (learner-learner), interaction (learner-teacher), online environment, technical support, printed materials and face to face environment which involve examinations. Learner Satisfaction on Blended Learning

  7. Factors • Learner-Learner Interaction (LLI) • Learner-Teacher Interaction(LTI) • Online Environment (OE) • Technical Support (TS) • Printed Materials (PM) • Face to Face Environment (FFE) Learner Satisfaction on Blended Learning

  8. Confimatory Factor Analysis-CFA • CFA is based on the premise that observable variables are imperfect indicators of certain underlying,or latent, constructs. • CFA allows the researcher to cluster the observed variables under latent varibles and evaluate to what extent the data set confirms “what is theoretically believed to be its underlying structure”.( Mueller, 1996). Learner Satisfaction on Blended Learning

  9. Results RMSEA= 0,066 Learner Satisfaction on Blended Learning

  10. The Reliability Analysis Learner Satisfaction on Blended Learning

  11. Results • No statistically significant differences were found between females and males with respect to satisfaction on blended learning (t= 0,487 p>0.05); however female scores were statistically higher than the males for the face to face environment (t= 2,265 p= 0,024). • No statistically significant differences were found between ages with respect to satisfaction and the factors (F= ,049 p>0.05) . Learner Satisfaction on Blended Learning

  12. Conclusion • This paper aims to develop an instrument about the satisfaction on blended learning. • The confirmatory factors analysis confirmed that there were six factors related to satisfaction. • For further study we aim to model learner satisfaction by considering intention, technology acceptance and social community by structural equation modelling. • It is worth mentioning that personalization of e-learning environment opens a new venue for researchers to explore individual differences regarding satisfaction and e-leadership. Learner Satisfaction on Blended Learning

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