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Int. J. Learning Technology, Vol. 12, No. 1, 2017
University student satisfaction and perceived effectiveness of a blended learning course Chang Zhu Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Vrije Universiteit Brussel, Pleinlaan 2, 1050 Brussels, Belgium Fax: +32-2-269-2623 Email:
[email protected] Abstract: Universities started to implement online learning to support face-to-face learning. However, student satisfaction and perceived effectiveness of blended learning courses are linked to their previous learning experience, personal preferences and other student and teacher variables. This study examines student satisfaction and perceived effectiveness of a blended learning course and key factors related their satisfaction and perceived effectiveness in a Belgian university. In total 117 students enrolled for this course participated in an online survey and a random sample of 22 students participated in the interviews. The results indicate that student background and situational variables (international or local students, full-time or part-time students) perceived the effectiveness of the blended learning course differently. Part-time students had a higher perception of the effectiveness of the blended learning course. International students were more in favour of the blended learning mode than local students. Teacher competence and teacher support were regarded as the most important determinants for student satisfaction with the blended learning course. Other important factors influencing student perceptions and satisfaction with the blended learning course were examined and the results were discussed. Keywords: blended learning; online collaboration; perception; satisfaction; perceived effectiveness; university student. Reference to this paper should be made as follows: Zhu, C. (2017) ‘University student satisfaction and perceived effectiveness of a blended learning course’, Int. J. Learning Technology, Vol. 12, No. 1, pp.66–83. Biographical notes: Chang Zhu is a Professor in Educational Sciences at Vrije Universiteit Brussel. Her research covers innovative teaching and learning processes as well as the individual, institutional and cultural variables that affect the adoption of educational innovations, especially in ICT-based innovations, e-learning, blended learning and MOOCs. He is the promoter of several research projects on blended learning and online education. She is also a Project Leader of a few international cooperation projects on higher education innovations. She has published extensively in international journals in the field of e-learning, blended learning, use of ICT and digital media in education.
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University student satisfaction and perceived effectiveness
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Introduction
Information and communication technologies (ICT) are leading to shift teaching and learning methods in education. Collaborative online platforms, video-conferencing, interactive video and the internet in general are all changing the way students learn. Blended learning is defined as a combination of face-to-face instruction and online learning activities (Bonk and Graham, 2006; Graham, 2006; Marsh et al., 2008; Ma’arop and Embi, 2016). According to So and Brush (2008), blended learning combines the advantages of both face-to-face learning and online technologies to deliver learning. Online learning can be complimentary to face-to-face learning by providing students with access to learning resources, facilitating communication, and collaborative working with peers and teachers (Garrison and Kanuka, 2004). Blended learning can facilitate interactions among students through synchronous or asynchronous discussions and collaborations (Lin and Wang, 2012; Poon, 2012). With the use of collaborative learning, the integration of face-to-face and online learning can be supported (So and Bonk, 2010; Ma’arop and Embi, 2016). Yet blended learning has also encountered a series of problems, for example, increased demands on time, lack of teacher competences and student experience, and sense of community (Garrison and Vaughan, 2013; Rovai, 2002; Welker and Berardino, 2005). The competences of students and teachers dealing with blended learning environments may affect their attitude or ability to engage in online activities (Dusick and Yildirim, 2000; Sang et al., 2010; Heckman et al., 2015). In addition, support strategies are considered extremely important in online settings and students need to be prepared at the start of blended learning courses (Heinze and Procter, 2004). Furthermore, previous studies indicate that student perceptions of blended learning are different (López-Pérez et al., 2011; Ginns and Ellis, 2007). Student satisfaction with blended learning courses is related to their perceived effectiveness of blended learning and their individual preferences of teaching and learning modes (Palloff and Pratt, 2005). However, there is a lack of knowledge on how students differ in their perceptions of and perceived effectiveness of blended learning courses (Garrison and Vaughan, 2013; Owston et al., 2013). Therefore, in order to understand how students perceive and are satisfied with blended learning courses, it is important to investigate the relevant variables that affect student satisfaction and perceived effectiveness of blended learning courses.
1.1 Student satisfaction and perceived effectiveness of blended learning courses Some previous studies have demonstrated that blended learning can increase student satisfaction (Ginns and Ellis, 2007), especially the appreciation of the flexibility and convenience of being able to work at their own pace independent of time and location (Welker and Berardino, 2005; Van Der Linden, 2014). Research showed that the flexibility of blended learning increases the autonomy and responsibility of students and has a positive effect on student performance (López-Pérez et al., 2011). Previous research points out that student satisfaction with the learning environment is a key factor affecting student performance (Tu and McIsaac, 2002; Wu et al., 2010). In addition, student perception of the effectiveness of blended learning is a key factor related to the success of blended learning (Owston et al., 2013; Ginns and Ellis, 2007). The latter is also related to student perceived effectiveness of online communications and online collaborative work (Hara and Kling, 2002). This was considered as a key factor related to the widespread
