Key Factors of Effecting Blended Learning Satisfaction: A Study on Peking University Students

2010 ◽  
pp. 282-295 ◽  
Author(s):  
Guodong Zhao ◽  
Shuai Yuan
Keyword(s):  
University Students ◽  
Blended Learning ◽  
Key Factors ◽  
Learning Satisfaction ◽  
Peking University

scholarly journals Using PLS-SEM Model to Explore the Influencing Factors of Learning Satisfaction in Blended Learning

2021 ◽  
Vol 11 (5) ◽  
pp. 249
Author(s):  
Chun-Hsiung Huang
Keyword(s):  
Blended Learning ◽  
Influencing Factors ◽  
Structural Equation ◽  
Positive Impact ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning Motivation ◽  
Perceived Ease Of Use ◽  
Learning Satisfaction ◽  
The Relationship

This research explores the influencing factors of learning satisfaction in blended learning. Three dimensions are proposed: perceived usefulness, perceived ease of use, and learning motivation. It studied how these variables affect students’ learning satisfaction. The research hypotheses are: (1) Perceived ease of use positively affects perceived usefulness; (2) Perceived usefulness and perceived ease of use will have a positive effect on learning motivation; (3) Learning motivation positively affects learning satisfaction; (4) Perceived usefulness has a positive intermediary effect on the relationship between perceived ease of use and learning motivation. Participants included 173 freshmen who took the first-year interactive game design course at Ling Tung University in Taichung, Taiwan. The questionnaire survey method is applied in this research to analyze the relationship between the variables and verify the hypothesis based on the collected 173 valid questionnaires. The partial least square method structural equation model (PLS-SEM) is used to carry out structural equation modeling to study the relationship between latent variables. It explains that the perceived ease of use affects the perceived usefulness. Perceived usefulness and perceived ease of use have a positive impact on learning motivation. Learning motivation has a positive impact on learning satisfaction. Perceived usefulness as an intermediary factor of perceived ease of use has an indirect impact on learning motivation. The contribution of this research is to provide empirical evidence and explain what factors may affect learning satisfaction. Some other related factors that may affect learning satisfaction should be taken as the factors that teachers should pay attention to when implementing blended learning.

Value of blended learning in university and the workplace: some experiences of university students

2011 ◽  
Vol 43 (7) ◽  
pp. 446-450 ◽  
Author(s):  
Colm Fearon ◽  
Simon Starr ◽  
Heather McLaughlin
Keyword(s):  
University Students ◽  
Blended Learning

scholarly journals The impact of socio-cultural factors on blended learning in the development of academic literacy in a tertiary vocational context

2009 ◽  
Author(s):  
◽  
Robert Geoffrey Gutteridge
Keyword(s):  
Blended Learning ◽  
Information And Communication Technologies ◽  
Delivery System ◽  
Social Power ◽  
Critical Realism ◽  
Cultural Factors ◽  
Delivery Mode ◽  
Key Factors ◽  
Advantages And Disadvantages ◽  
The Impact

This study investigated key factors impacting on blended learning delivery with particular focus on socio-cultural and human-computer-interface issues, in the hope that the outcome of this enquiry might contribute positively towards the empowerment of learners and facilitators alike. The study involved a group of first year students enrolled in a Communications Skills Course offered by the (then) Department of English and Communication at the Durban University of Technology. The PRINTS Project, a webquest around which the course activities were based, provided an example of a blended delivery course in practice. While the teaching paradigm used in the course was constructivist, the research orientation employed in this project was critical realist. Critical realism focuses on transformation through praxis and also lends itself to modelling, which provides a way to understand the factors at play within a social system. In the preliminary stages of the research, an exploratory empirical (i.e. applied) model of blended learning delivery was formulated from a theoretical model of course delivery in order to assess which factors in blended learning were systemic and which were variables. The investigation then sought to uncover key factors impacting on the blended delivery system, utilising both quantitative and qualitative methodologies. The findings were analysed in terms of the empirical model to gain an understanding of any factors that might be seen to either enhance or inhibit learning in blended delivery mode. The result was that certain core issues in blended learning and teaching could be clarified, including the use, advantages and disadvantages of information and communication technologies (ICTs) in a learning environment. The notion of the digital divide could also be reconceptualised, and the relationship between literacy (be it academic, professional or social), power and culture could be further elucidated, drawing specific attention to the South African educational environment. The notion of iv culture and its relevance in a blended delivery environment was also further clarified, since the findings of this research project suggested how and why certain key socio-cultural factors might impact, as both enhancers and inhibitors, on the blended learning delivery system.

University students’ perspective on blended learning

2014 ◽  
Vol 36 (2) ◽  
pp. 172-182 ◽  
Author(s):  
Barbara Waha ◽  
Kate Davis
Keyword(s):  
University Students ◽  
Blended Learning

scholarly journals Success Factors for Teaching Museum Studies in the Digital Age

2021 ◽  
pp. 59-67
Author(s):  
Dorthe Hutz-Nierhoff ◽  
Antje-Sophie Menschner
Keyword(s):  
Blended Learning ◽  
Success Factors ◽  
Museum Studies ◽  
Digital Age ◽  
Teaching Staff ◽  
Key Factors ◽  
Learning Program ◽  
Digital Format ◽  
Collaborative Working ◽  
Digital Methods

Dorthe Hutz-Nierhoff and Antje-Sophie Menschner present ‘Success Factors for Teaching Museum Studies in the Digital Age: Insights into museOn | weiterbildung & netzwerk`. By demonstrating the key factors of the blended learning program museOn, the authors suggest that these factors be transferred to the basic teaching of Classics. While there may be obstacles such as the unfamiliarity of teaching staff with digital methods and traditional forms of examination, the digital format presents many benefits for a shift from teaching to learning and for fostering highly relevant skills such as digital interaction and collaborative working.

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