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Student Engagement and Satisfaction Between Different Undergraduate Blended Learning Courses
PROCEEDING

, , 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), San Diego, CA

Abstract

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.

Citation

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 April 10, 2021 from .

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