Evaluating Student Satisfaction with Blended Learning in a Gender-Segregated Environment
Mahmoud Abou Naaj, Mirna Nachouki, Ahmed Ankit, Ajman University of Science & Technology, United Arab Emirates
JITE-Research Volume 11, Number 1, ISSN 1539-3585 Publisher: Informing Science Institute
Blended learning combines multiple delivery media that are designed to complement each other and promote learning and application-learned behavior (Smith & Dillon, 1999). This article reports on a study conducted in the College of Information Technology to evaluate levels of student' satisfaction with blended learning. The particular blend of learning modalities used at the college combines an equal balance of traditional face-to-face and videoconference learning, complemented with the use of a learning management system (Moodle).Recently, discussions of blended learning have begun to examine the benefits derived from learning situations characterized by face-to-face education and mixed modalities of instruction. Regardless of comparisons made by researchers and developers, those studying blended learning have agreed that student satisfaction is a baseline requirement for successful implementation. Student satisfaction is considered an important factor in measuring the quality of blended learning. It results from a combination of factors. In this study a model is proposed by the aggregation of these factors into five groups: instructor, technology, class management, interaction, and instruction. The purpose of this study is to develop and validate an instrument that can be used to measure perceived student satisfaction with blended learning and explore whether satisfaction differs according to gender. The results indicate that the Student Satisfaction Survey Forms (SSSF) used were a valid measure of student satisfaction. They also show that students were satisfied with all components, although the level of satisfaction varied according to gender.
Naaj, M.A., Nachouki, M. & Ankit, A. (2012). Evaluating Student Satisfaction with Blended Learning in a Gender-Segregated Environment. Journal of Information Technology Education: Research, 11(1), 185-200. Informing Science Institute.
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Yu-mei Wang, University of Alabama at Birmingham, United States
Journal of Interactive Learning Research Vol. 30, No. 1 (2019) pp. 5–25
Lily Wong, Victoria University, Australia
Proceedings of the Informing Science and Information Technology Education Conference 2013 (Jul 01, 2013) pp. 129–146
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