Student Engagement and Satisfaction Between Different Undergraduate Blended Learning Courses PROCEEDING
Francisco Vargas Madriz, Norma Nocente, University of Alberta, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The University of Alberta has established a special funding envelope to support the implementation of digital learning activities across the university. In early spring 2014, seven undergraduate courses received funding for redevelopment into a blended learning format. The purpose of this study was to compare student engagement and satisfaction in these different courses. The study used an alternative treatment post-test-only with nonequivalent group design, and a total of 569 undergraduate students participated in the post-test online survey. Results showed statistically significant differences in student engagement and satisfaction scores between the courses. Even though these results are aligned with the current literature, student engagement was influenced by the level of the course, and student satisfaction was permeated by the sense of intimacy and connection with the instructor over the online videos.
Vargas Madriz, F. & Nocente, N. (2016). Student Engagement and Satisfaction Between Different Undergraduate Blended Learning Courses. In Proceedings of E-Learn: World Conference on E-Learning (pp. 1443-1448). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 15, 2018 from https://www.learntechlib.org/primary/p/174090/.
© 2016 Association for the Advancement of Computing in Education (AACE)
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Ron Owston, York University, Canada
International Journal on E-Learning Vol. 17, No. 1 (January 2018) pp. 65–83
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