scholarly journals Student Experiences of Blended Learning in Interior Architecture

10.28945/4122 ◽  
2018 ◽  
Vol 17 ◽  
pp. 399-422 ◽  
Author(s):  
Yasemin Afacan
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Student Performance ◽  
Indirect Effects ◽  
Course Satisfaction ◽  
Student Experiences ◽  
Direct And Indirect Effects ◽  
Interior Architecture ◽  
Learning Satisfaction ◽  
The Relationship

Aim/Purpose: This study investigates, through structural equation modeling, the direct and indirect effects of blended learning on overall course satisfaction and student performance in interior architecture. Background: For critical education contexts, it is important to analyze student satisfaction with blended learning as well as its effects on student performance. In the context of teaching design, there is a need for in-depth research to understand what factors determine satisfaction with blended learning and how these factors affect performance in design courses both directly and indirectly. Methodology: To explore the student experiences of blended learning and its effects on the relationship between overall course satisfaction and student performance, data was collected through a survey instrument from a randomly selected 306 undergraduate students, 220 female and 86 male, each enrolled in four daytime blended learning sections of a design course. Contribution: Different than other studies, this study contributes to the literature by investigating the direct and indirect effects of a blended learning environment on the relationship between overall course satisfaction and student performance in the interior architecture context, rather than solely focusing on satisfaction or performance. Findings: The findings show that satisfaction with blended learning has a significant and direct influence on performance. Different than the studies in blended learning satisfaction literature, the study found blended interpretation and experience as significant contributors to impact blended learning satisfaction in design courses. Recommendations for Practitioners: The findings in the study are intended to assist design instructors in improving student satisfaction of a blended design course in order to enjoy the possibilities of new information and communication technologies (ICTs) as well as to serve as a basis for developing an effective course mechanism in a blended design curriculum. Recommendation for Researchers: The study focused on the mediating effect of only one variable, which was performance, but researchers could investigate more variables, such as experience, learning strategies, and retention as having mediating effects on student satisfaction in different blended learning models in design courses. Impact on Society: This study emphasizes that students’ satisfaction with blended learning in challenging learning environments like interior architecture provides learners with choices to develop more student-centered instruction and increased performance and engagement. Future Research: It is advisable to (i) explore the blended learning behavior of international design students compared with national students and (ii) investigate potential implications of computer-mediated feedbacks on student creativity.

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.

scholarly journals Student Course Evaluations In Traditional And Blended Courses: A Case Study

2011 ◽  
Vol 4 (1) ◽  
Author(s):  
Gadis Nowell
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Cost Benefit Analysis ◽  
Research Question ◽  
Cost Benefit ◽  
Course Satisfaction ◽  
Future Research ◽  
Traditional Learning ◽  
Net Benefit

It is generally held that blended learning is gaining acceptance and being adopted at college campuses throughout the U.S.  Accompanying this trend has been an expansion of the research efforts in this area. These efforts have been guided mainly by the five pillars of the Sloan Consortium Quality Framework (Sloan-C) and two large questions.    One question is, “Is blended learning better than other learning environments?"   In this study, this question was examined from the perspective of the Sloan-C's student satisfaction pillar.  The research question was stated as follows:  “Is the level of student course satisfaction generated by blended learning higher than that which is generated by traditional face-to-face classroom learning?”  The results of this study revealed "no differences" between blended and traditional learning on the student course satisfaction variable.  In this regard, it is important to note that this finding of "no differences" is consistent with the existing research findings on student learning effectiveness as well.  Given this combined evidential pattern the following question is relevant and has implications for future research efforts in this area:  "Within the context of cost/benefit analysis, why should an institution invest the additional resources needed to effectively implement a blended format when, in accordance with the existing research evidence, there is little or no net benefit in terms of its impact on students; i.e., either in terms of student satisfaction or student learning?".

scholarly journals Determinants and Consequences of Students Learning Satisfaction During Covid-19 Pandemic

2021 ◽  
Vol 16 (1) ◽  
pp. 1
Author(s):  
Arfah Habib Saragih ◽  
Joansyah Adwie ◽  
Adang Hendrawan
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Student Performance ◽  
Student Perception ◽  
Learning Performance ◽  
Intention To Use ◽  
Learning Satisfaction ◽  
Survey Results ◽  
Positive Effect

This study examines the effect of student perception in online learning on student satisfaction and its impact on student learning performance and intention to use in the future. The regression analysis method was used based on the survey results from 157 students. Results indicate that students' perceptions of online learning had a positive effect on student satisfaction, intention to use, and student learning performance. Further, student satisfaction has a positive effect on student learning performance but does not affect the intention to use. The implications for lecturers, students, and faculties are also discussed. Keywords:  student perception, online learning, student satisfaction,   student performance, intention to use, covid-19 pandemic

scholarly journals Do course evaluation systems have an influence on e-learning student satisfaction?

2019 ◽  
Vol 13 (1) ◽  
pp. 18-32 ◽  
Author(s):  
Óscar Martín Rodríguez ◽  
Francisco González-Gómez ◽  
Jorge Guardiola
Keyword(s):  
Student Satisfaction ◽  
User Satisfaction ◽  
Ordinary Least Squares ◽  
Assessment Method ◽  
Course Evaluation ◽  
Education Student ◽  
Content Type ◽  
Learning Satisfaction ◽  
E Learning ◽  
The Relationship

Purpose The purpose of this paper is to focus on the relationship between student assessment method and e-learning satisfaction. Which e-learning assessment method do students prefer? The assessment method is an additional determinant of the effectiveness and quality that affects user satisfaction with online courses. Design/methodology/approach The study employs data from 1,114 students. The first set of data was obtained from a questionnaire on the online platform. The second set of information was obtained from the external assessment reports by e-learning specialists. The satisfaction revealed by the students in their responses to the questionnaire is the dependent variable in the multivariate technique. In order to estimate the influence of the independent variables on the global satisfaction, we use the ordinary least squares technic. This method is the most appropriate for dependent discrete variables whose categories are ordered but have multiple categories, as is the case for the dependent variable. Findings The method influences e-learning satisfaction, even though only slightly. The students are reluctant to be assessed by a final exam. Students prefer systems that award more importance to the assessment of coursework as part of the final mark. Practical implications Knowing the level of student satisfaction and the factors that influence it is helpful to the teachers for improving their courses. Originality/value In online education, student satisfaction is an indicator of the quality of the education system. Although previous research has analyzed the factors that influence e-student satisfaction, to the best of authors’ knowledge, no previous research has specifically analyzed the relationship between assessment systems and general student satisfaction with the course.

scholarly journals Temperature Effects Explain Continental Scale Distribution of Cyanobacterial Toxins

Toxins ◽  
2018 ◽  
Vol 10 (4) ◽  
pp. 156 ◽  
Author(s):  
Evanthia Mantzouki ◽  
Miquel Lürling ◽  
Jutta Fastner ◽  
Lisette De Senerpont Domis ◽  
Elżbieta Wilk-Woźniak ◽  
...  
Keyword(s):  
Indirect Effects ◽  
Linear Models ◽  
Diversity Index ◽  
Toxin Production ◽  
Direct And Indirect Effects ◽  
Cyanobacterial Toxins ◽  
Toxic Species ◽  
Continental Scale ◽  
Production And Distribution ◽  
The Relationship

Insight into how environmental change determines the production and distribution of cyanobacterial toxins is necessary for risk assessment. Management guidelines currently focus on hepatotoxins (microcystins). Increasing attention is given to other classes, such as neurotoxins (e.g., anatoxin-a) and cytotoxins (e.g., cylindrospermopsin) due to their potency. Most studies examine the relationship between individual toxin variants and environmental factors, such as nutrients, temperature and light. In summer 2015, we collected samples across Europe to investigate the effect of nutrient and temperature gradients on the variability of toxin production at a continental scale. Direct and indirect effects of temperature were the main drivers of the spatial distribution in the toxins produced by the cyanobacterial community, the toxin concentrations and toxin quota. Generalized linear models showed that a Toxin Diversity Index (TDI) increased with latitude, while it decreased with water stability. Increases in TDI were explained through a significant increase in toxin variants such as MC-YR, anatoxin and cylindrospermopsin, accompanied by a decreasing presence of MC-LR. While global warming continues, the direct and indirect effects of increased lake temperatures will drive changes in the distribution of cyanobacterial toxins in Europe, potentially promoting selection of a few highly toxic species or strains.

scholarly journals Pengaruh viral marketing dan endorser terhadap keputusan pembelian dengan brand awareness sebagai variabel intervening

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Anggi Irawan ◽  
Irwan Misbach
Keyword(s):  
Indirect Effects ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Viral Marketing ◽  
Brand Awareness ◽  
Primary Data ◽  
Research Needs ◽  
Direct And Indirect Effects ◽  
Purchasing Decisions ◽  
The Relationship

This study aims to examine the direct and indirect effects of viral marketing on endorsers on purchasing decisions mediated by brand awareness as mediation. This research is a type of quantitative research with an associative approach. The population in this study were users of Oppo smartphone products in Makassar City. The sampling technique used accidental sampling and purposive sampling. The number of samples was 100 respondents using the Hair formula. The data used are primary data derived from questionnaire answers. Data analysis used Path Analysis with the help of SPSS 21. The results showed that viral marketing and endorsers had a positive and significant effect on brand awareness. Furthermore, viral marketing, endorsers and brand awareness directly have a positive and significant effect on purchasing decisions. In addition, the results of this study also show that brand awareness is able to mediate the relationship between viral marketing and endorsers on purchasing decisions. The implication of this research needs to be reinforced in product promotion so that consumers are able to remember products continuously which can have an impact on product purchasing decisions.

scholarly journals The Relationship between LGBT Executives and Firms’ Value and Financial Performance

2021 ◽  
Vol 14 (12) ◽  
pp. 596
Author(s):  
Isabel Costa Lourenço ◽  
Donatella Di Marco ◽  
Manuel Castelo Branco ◽  
Ana Isabel Lopes ◽  
Raquel Wille Sarquis ◽  
...  
Keyword(s):  
Human Capital ◽  
Financial Performance ◽  
Indirect Effect ◽  
Indirect Effects ◽  
Firm Value ◽  
Direct And Indirect Effects ◽  
Leadership Positions ◽  
The Relationship ◽  
Positive Effect ◽  
Policies And Practices

Drawing on resource-based theory, we analyze the relationship between having LGBT executives in a firm’s leadership positions and its value and financial performance. The existence of LGBT executives is considered to be associated with employee and customer goodwill towards LGBT-friendly policies and practices and to lead to human capital and reputational benefits. Our findings suggest that there is a positive effect of the presence of LBGT executives on a firm’s value, both directly and indirectly, through its effect on the firm’s financial performance. We interpret this as suggesting that besides the direct effect of the existence of LGBT executives on a firm’s value, an indirect effect also exists, mediated through financial performance, presumably through the effect that this has on employee and customer goodwill towards LGBT-friendly policies and practices. As far as we are aware, our study is the first to examine the impacts of the presence of LGBT executives, as well as distinguish between its direct and indirect effects on firm value.

scholarly journals Improving Learning in a Traditional, Large-Scale Science Module with a Simple And Efficient Learning Design

2014 ◽  
Vol 17 (2) ◽  
pp. 143-159
Author(s):  
Mikkel Godsk
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Student Performance ◽  
Teaching And Learning ◽  
Large Scale ◽  
Political Agenda ◽  
Learning Design ◽  
Face To Face ◽  
Online Activities ◽  
The Impact

Abstract This article presents the experiences and results of using a simple learning design for transforming a traditional, large-scale, face-to-face science module in calculus into blended learning where all face-to-face lectures were replaced by webcasts and online activities. The article presents the impact on teaching and learning in terms of how the teacher and the students used the materials and the impact on the students’ performance and satisfaction. The article concludes that replacing face-to-face lectures with webcasts and online activities has the potential to improve learning in terms of a better student performance, higher student satisfaction, and a higher degree of flexibility for the students. In addition, the article discusses implications of using learning design for educational development, how learning design may help breaking with the perception that facilitating blended learning is a daunting process, and, ultimately, its potential for addressing some of the grand challenges in science education and the political agenda of today

scholarly journals THE MEDIATING EFFECT OF INTEREST ON THE RELATIONSHIP BETWEEN DEMORAPHIC ASPECTS AND THE DECISION FOR BEING AND ENTREPRENEUR

2019 ◽  
Vol 2 (2) ◽  
pp. 101-120 ◽  
Author(s):  
Arief Tukiman Hendrawijaya
Keyword(s):  
Path Analysis ◽  
Family Member ◽  
Indirect Effects ◽  
Family Members ◽  
Mediating Effect ◽  
Direct And Indirect Effects ◽  
Street Vendors ◽  
Entrepreneurial Decision ◽  
The Relationship ◽  
Effect Of Age

The study analyzes the effect of age, education, gender, experience, and the number of family members on the interest to be an entrepreneur and entrepreneurial decision. In addition, the study tests whether the interest to be an entrepreneur mediates the effect of age, education, gender, experience, and family number on the decision to be an entrepreneur. The population of the study are the street vendors in the Jember downtown. The samples consist of 192 respondents. This research uses the path analysis to determine the direct and indirect effects. The results show that age, education, gender, experience, and the number of family member have positive and significant effects on interest and the decision to become an entrepreneur. Interest mediates the effect of age, education, gender, experience, and the number of family member on the decision to become an entrepreneur.

A Qualitative Study of Student Expectations of Online Faculty Engagement

2019 ◽  
pp. 220-236
Author(s):  
Christoper W. Berg ◽  
Melanie Shaw ◽  
Anthony L. Contento ◽  
Scott W. M. Burrus
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Online Courses ◽  
Faculty Engagement ◽  
Online Faculty ◽  
Student Expectations ◽  
Performance Expectations ◽  
Student Interactions ◽  
Institutional Expectations ◽  
The Relationship

Institutions offering online courses and degrees often develop requirements for faculty-to-student interactions; yet, these requirements may not align student preferences for faculty engagement. This chapter expanded the work on an earlier study by Shaw, Clowes, and Burrus, “A Comparative Typology of Student and Institutional Expectations of Online Faculty.” The current study included a new sampling of 57 students across two institutions focused on their experiences in online courses. Using the original typology as a lens, results were grouped into themes including substantive feedback, timeliness, and course expectations. Recommendations for further study include conducting a quantitative study of the relationship between faculty outcomes and student satisfaction after implementing student performance expectations.

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