The Impact of Blended Learning on Students’ Performance and Satisfaction in South East European University
Keywords:
blended learning, learning platform, performance, satisfactionAbstract
Blended learning is a new way of teaching and learning. As the name implies it is a combination of classroom learning with the online learning platform. This way of learning enables students to partially control the process of learning. The study aims to find out the effect of blended learning on students’ performance and satisfaction. Students’ satisfaction with blended learning does not necessarily lead to students’ performance improvement. A structured questionnaire is used to gather data. Three hundred and nineteen (319) collected questionnaires were analysed using multivariate regression from structural equation modelling (SEM). Collected data were analysed using the SPSS statistical software and Smart PLS. The results of the analysis show that blended learning has an impact on both students’ performance and students’ satisfaction. The course management and interaction have a positive significant effect on students’ satisfaction and performance, with the latter having a stronger effect on both satisfaction and performance outcomes from blended learning. Finally, the study shows that there is a correlation in on hand between blended learning and students’ improved performance, and on the other hand a positive correlation between satisfaction and performance.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
Bagozzi, R. P., Yi, Y., Phillips, L. W. (1991), “Assessing construct validity in organizational research”, Administrative Science Quarterly, Vol. 36, No. 3, pp. 421-458.
Boelens, R., Van Laer, S., De Wever, B., Elen, J. (2015), “Blended learning in adult education: towards a definition of blended learning”, available at https://biblio.ugent.be/publication/6905076/file/6905079 (accesed 2 June 2020)
Boyle, T., Bradley, C., Chalk, P., Jones, R., Pickard, P. (2003), “Using blended learning to improve student success rates in learning to program”, Journal of Educational Media, Vol. 28, No. 2-3, pp. 165-178.
Diep, A. N., Zhu, C., Struyven, K., Blieck, Y. (2017), “Who or what contributes to student satisfaction in different blended learning modalities?”, British Journal of Educational Technology, Vol. 48, No. 2, pp. 473-489.
Drysdale, J. S., Graham, C. R, Spring, K. J., Halverson, L. R. (2013), “An analysis of research trends in dissertations and theses studying blended learning”, Internet and Higher Education, Vol. 17, pp. 90-100.
Du, C., Wu, J. (2014), “The effect of human interactions on student performance and satisfaction of blended learning”, Academy of Educational Leadership Journal, Vol. 18, No. 3, pp. 11-21.
Fadde, P. J., Vu, P. H. (2014), “Blended online learning: benefits, challenges, and misconceptions”, in Lowenthal, P. R., York, C. S., Richardson, J. C. (Eds.), Online Learning: Common Misconceptions, Benefits, and Challenges, Nova Science Publishing , Hauppauge, pp. 38-48.
Fisher, R., Perényi, Á., Birdthistle, N. (2018), “The positive relationship between flipped and blended learning and student engagement, performance and satisfaction”, Active Learning in Higher Education, Vol. 18, No. 1, pp. 11-24.
Fornell, C., Larcker, D. F. (1981), “Structural equation models with unobservable variables and measurement error: algebra and statistics”, Journal of Marketing Research, Vol. 18, No. 3, pp. 382-388.
Friesen, N. (2012), “Report: defining blended learning”, available at: https://www.normfriesen.info/papers/Defining_Blended_Learning_NF.pdf (6 December 2018.
Graham, C. R. (2013), “Emerging practice and research in blended learning”, in Moore, M. G. (Ed.), Handbook of Distance Education, 3rd ed., Routlegde, New York, pp. 333-350.
Hair, J. F., Anderson, R. E., Babin, B. J., Black, W. C. (2010), Multivariate Data Analysis: A Global Perspective (Vol. 7), Pearson Education, London.
Heirdsfield, A., Walker, S., Tambyah, M., Beutel, D. (2011), “Blackboard as an online learning environment: what do teacher education students and staff think?”, Australian Journal of Teacher Education, Vol. 36, No. 7.
Huang, Q. (2016), “Learners' perceptions of blended learning and the roles and interaction of f2f and online learning”, ORTESOL Journal, Vol. 33, pp. 14-33.
Kiviniemi, M. T. (2014), “Effects of a blended learning approach on student outcomes in a graduate-level public health course”, BMC Medical Education, Vol. 14, No. 1, 47.
Kock, N. (2015), “Common method bias in PLS-SEM: a full collinearity assessment approach”, International Journal of e-Collaboration, Vol. 11, No. 4, pp. 1-10.
Lim, D. H., Morris, M. L. (2009), “Learner and instructional factors influencing learning outcomes within a blended learning environment”, Journal of Educational Technology & Society, Vol. 12, No. 4, pp. 282-293.
López-Pérez, M. V., Pérez-López, M. C., Rodríguez-Ariza, L. (2011), “Blended learning in higher education: students’ perceptions and their relation to outcomes”, Computers & education, Vol. 56, No. 3, pp. 818-826.
Melton, B., Graf, H., Chopak-Foss, J. (2009), “Achievement and satisfaction in blended learning versus traditional general health course designs”, International Journal for the Scholarship of Teaching and Learning, Vol. 3, No. 1, 26.
Okaz, A. A. (2015), “Integrating blended learning in higher education”, Procedia-Social and Behavioral Sciences, Vol. 186, No. 13, pp. 600-603.
Picciano, A. G. (2006), “Blended learning: implications for growth and access”, Journal of Asynchronous Learning Networks, Vol. 10, No. 3, pp. 95-102.
Qiu, R. G. (2019), “ A systemic approach to leveraging student engagement in collaborative learning to improve online engineering education”, International Journal of Technology Enhanced Learning, Vol. 11, No. 1, pp. 1-19.
Rahman, N. A. A., Hussein, N., Aluwi, A. H. (2015), “Satisfaction on blended learning in a public higher education institution: what factors matter?”, Procedia-Social And Behavioral Sciences, Vol. 211, pp. 768-775.
Romero-Frías, E., Arquero, J. L. (2013), “A view on personal learning environments through approaches to learning”, Vol. 1, No. 1, pp. 29-36.
Sadeghi, R., Sedaghat, M. M., Ahmadi, F. S. (2014), “Comparison of the effect of lecture and blended teaching methods on students’ learning and satisfaction”, Journal of Advances in Medical Education & Professionalism, Vol. 2, No. 4, 146-150.
Sajid, M. R., Laheji, A. F., Abothenain, F., Salam, Y., AlJayar, D., Obeidat, A. (2016), “Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?”, International Journal of Medical Education, Vol. 7, 281-285.
Tselios, N., Daskalakis, S., Papadopoulou, M. (2011), “Assessing the acceptance of a blended learning university course”, Journal of Educational Technology & Society, Vol. 14, No. 2, pp. 224-235.
Ursachi, G., Horodnic, I. A., Zait, A. (2015) “How reliable are measurement scales? External factors with indirect influence on reliability estimators”, Procedia Economics and Finance, Vol. 20, No. 2, pp. 679-686.
Verkroost, M. J., Meijerink, L., Lintsen, H., Veen, W. (2008), “Finding a balance in dimensions of blended learning”, International Journal on E-learning, Vol. 7, No. 3, 499-522.
Vernadakis, N., Giannousi, M., Tsitskari, E., Antoniou, P., Kioumourtzoglou, S. (2012), “Comparison of student satisfaction between traditional and blended technology course offerings in Physical education”, Turkish Online Journal of Distance Education, Vol. 13, No. 1, pp. 137-147.
Wu, J., Tennyson, R. D., Hsia, T. (2010), “A study of student satisfaction in a blended eLearning system environment”, Computers & Education, Vol. 55, No. 1, pp. 155-164.
Zeqiri, J., Alserhan B. A. (2020), “University student satisfaction with blended learning: a cross-national study between North Macedonia and Jordan”, International Journal of Technology Enhanced Learning, in press.
