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Students’ satisfaction from blended learning instruction

Students’ satisfaction from blended learning instruction. Giannousi, M., Vernadakis , N., Derri, V., Michalopoulos M. & Kioumourtzoglou E. Department of Physical Education & Sport Science Democritus University of Thrace University Campus, Komotini , Greece. Purpose.

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Students’ satisfaction from blended learning instruction

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  1. Students’ satisfaction from blended learning instruction Giannousi, M., Vernadakis, N., Derri, V., Michalopoulos M. & Kioumourtzoglou E. Department of Physical Education & Sport Science Democritus University of Thrace University Campus, Komotini, Greece

  2. Purpose The purpose of this study was to investigate the effectiveness of blended learning instruction in terms of students’ satisfaction

  3. Participants • sixty one (n=61) undergraduate students enrolled in “Motor Learning” course in a public university in Greece. • Ages: 17-23 years old • 34 girls (55.7%) & 27 male (44.3 %)

  4. The blended course Designing the blended course: • data from the students who had already taken the course • goals and objectives of the course • practice items and the assessment instruments • Course duration: 13 weeks • 90-minute Face to Face lecture every second week

  5. The blended course • Students log onto the course individually from home, work or a University computing cluster & read week’s course material, download resources (such as lecture transcripts and journal papers), and follow instructions to complete tasks • Weekly quizzes and self-evaluation questions were given online • 1st online assignment due two days after the asynchronous online lecture • 2nd online assignment due at the end each week

  6. The blended course • Students’ communication & interaction - e-mail or forums • All contributions were graded • Students’ evaluation a) performance to the two weekly assignments b) performance to an exam paper at the end of the semester c) their participation in a weekly discussion concerning the thematic area of the week

  7. Software Instrument

  8. Open e-CLASS e-Course

  9. Data collection instrument A questionnaire with 2 sections • students’ demographic/personal data • students’ satisfaction about the blended learning course Example: I was very satisfied with the course I feel that this course served my needs well

  10. Statistical analysis • Descriptive statistics: • measures of central tendency (i.e., mean, median, mode) • measures of variability (i.e., range, standard deviation)Inferential statistics: • compare means (one-sample t test and t statistics) • An alpha level of .05 was established

  11. Results - Demographics • 27 (44.3%) male & 34 female (55.7%) • 43 (70.5%) students 17-18 years old, 15 (24.6) 19-20 years old and 3 (4.95) 21 -23 years old

  12. Results Percentages of participants’ prior attendance of hybrid courses

  13. Results • The sample mean of 3.61 (SD = .72) was significantly different from 2.5, t(60) = 12.016, p < 0.01, concerning perceived e-learner satisfaction • The 95% confidence interval for perceived e-learner satisfaction mean ranged from 3.43 to 3.80.

  14. Results Percentages of participants who would take another blended course

  15. Discussion • Students’ satisfaction - important factor in order to estimate the effectiveness of a course, especially a blended learning course. • Satisfied students are motivate and are more likely to accomplish their cognitive goals. • Perceived e-learner satisfaction was higher than the average indicating students’ high satisfaction with the overall learning experience.

  16. Discussion This is a very important component for the effectiveness of the course since satisfied students learned more easily, were less likely to drop out of class for non-academic reasons, were more likely to take additional distance courses, and to recommend the course to others

  17. Discussion • 54% of the students were looking forward to take another blended course. Simply asking students whether they would enroll in another distance education course could determine students’ satisfaction with the course they are taking (Biner, Summers, Dean, Bink, Anderson, & Gelder, 1996; Arbaugh, 2000)

  18. Discussion • Only the 21% of the students expressed a negative opinion about the possibility of attending a blended course at the future. 15% of the students, had little/small exposure to blended learning settings since they attended none or only one course with a similar learning environment

  19. Conclusion • more flexible delivery options and providing more controls to students and to carefully design distance courses to provide students with meaningful opportunities • Further research in this area will also help target deeper research as we begin to understand components of perceived and realized satisfaction and quality of blended-learning experiences.

  20. Thank you...

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