DIMENSIONS OF LEARNERS’ SATISFACTION IN THE DELIVERY OF INSTRUCTION IN BLENDED LEARNING PROGRAM IN TEACHER EDUCATION INSTITUTIONS
DOI:
https://doi.org/10.20319/pijss.2019.43.865881Keywords:
Teacher Education, Blended Learning, Levels of Satisfaction, Dimensions of E-learning, Teaching and Learning ProcessAbstract
This study sought to explore the levels of satisfaction of learners and the delivery of instruction in teacher education institutions (TEIs) in the Philippinesas seen in the HELAM Model proposed by Ozkan and Koseler. Descriptive exploratory methods involving the collection of quantitative data through an adopted questionnaire for e-learning and qualitative data through interviews and focused group discussions were used. The questionnaire was administered to 358 respondents to gather data on learners’ profileand levels of satisfaction in the delivery of blended learning programs. Statistical analyses revealed no significant difference in the levels of satisfaction and learners’ profiles in terms of gender while significant difference was seen when compared with ICT literacy on computer experience. No significant relationship was seen in the various dimensions affecting the level of satisfaction and the delivery of instruction. Qualitative results emphasized availability of fast and reliable connectivity as the primary concern that affects learners’ satisfaction. Findings suggest that learners in TEIs are highly satisfied with the use of the blended learning program. These results indicate that blended learning may provide transformative potentials in the delivery of instruction just as in the traditional face-to-face environment. Likewise, the study also emphasized the importance of carefully re-designed learning environments considering the various dimensions to achieve satisfied learners that may redound into better quality of education.
References
Aguinaldo, B. (2013). Implementing Blended Learning in an Impoverished Academic Institution Using a Bricolage Approach Model. International Journal of Information and Education Technology, Vol. 3, No. 2, April 2013. https://doi.org/10.7763/IJIET.2013.V3.266
Alontaga, J.V. (2012). Hybrid Learning in the Philippines: The De La Salle University Experience. Retrieved fromhttp://knowledgecommunity.ph/pdf/Jasper_Alontaga_Hybrid_Learning_%20DLSU_Experience_24Oct2012.pdf
Banerjee, G. (2011). Blended Environments: Learning Effectiveness and Student Satisfaction at a Small College in Transition. Journal of Asynchronous Learning Networks, 15(1), 8-19. Retrieved January 2, 2016 from http://files.eric.ed.gov/fulltext/EJ918215.pdfhttps://doi.org/10.24059/olj.v15i1.190
Cheung, S. K., Fong, J. S. P., Li, K., & Kwan, R. (Eds.). (2012). Hybrid Learning: 5thInternational Conference, ICHL 2012, Guangzhou, China, August 13-15, 2012,Proceedings (Vol. 7411). Springer. https://doi.org/10.1007/978-3-642-32018-7
Chua, C., &Montalbo, J. (2014). Assessing Students’ Satisfaction on the Use of Virtual Learning Environment (VLE): An Input to a Campus-wide E-learning Design and Implementation. In Information and Knowledge Management (Vol. 4, No. 2, pp. 108-115). Retrieved from http://iiste.org/Journals/index.php/IKM/article/view/10943 on January 12, 2015
Duran-Dominguez, A., Gomez-Pulido, J. A., &Pajuelo-Holguera, F. (2018). Virtual Classrooms as Data Sources for Prediction Tools,2(2), 170-180. https://dx.doi.org/10.20319/pijtel.2018.22.170180
Hinkelman, D., &Gruba, P. (2012). Power within blended language learning programs in Japan. Language Learning & Technology, 16(2), 46-64. Retrieved on 24 February 2015 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.295.4507&rep=rep1&type=pdf
Laadem, M. (2017). E-learning Integration in Higher Education: Focus on Moroccan Departments of English. PUPIL: International Journal of Teaching, Education and Learning,1(2), 115-133. https://dx.doi.org/10.20319/pijtel.2017.12.115133
Naaj, M., 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. Retrieved from http://www.editlib.org/p/111500/ on January 12, 2015.
Napier, N. P., Dekhane, S., & Smith, S. (2011). Transitioning to Blended Learning: Understanding Student and Faculty Perceptions. Journal of Asynchronous Learning Networks, 15(1), 20-32. Retrieved on 24 February 2015 from http://eric.ed.gov/?id=EJ918216https://doi.org/10.24059/olj.v15i1.188
Ozkan, S., &Koseler, R. (2009). Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation. Computers & Education, 53(4), 1285-1296.Retrieved December 22, 2014 from http://www.phd-in-progress.com/wp-content/uploads/2014/02/17-Multi-dimensional-students_-evaluation-of-e-learning-systems-in-the-higher.pdfhttps://doi.org/10.1016/j.compedu.2009.06.011
Poon, J. (2012). Use of blended learning to enhance the student learning experience and engagement in property education, Property management, 30(2), pp. 129-156. Retrieved January 27, 2015 from http://www.emeraldinsight.com/doi/abs/10.1108/02637471211213398https://doi.org/10.1108/02637471211213398
Poon, J. (2013). Blended learning: An institutional approach for enhancing students' learning experiences. Journal of online learning and teaching, 9(2), 271-288. Retrieved from http://dro.deakin.edu.au/eserv/DU:30057995/poon-blendedlearning-2013.pdf on January 12, 2015
Robles, A. (2012) Blended Learning for Lifelong Learning: An Innovation for College Education Students. I.J. Modern Education and Computer Science, 2012, 6, 1-8 https://doi.org/10.5815/ijmecs.2012.06.01
Tsubalala, M, Ndeya-Ndereya, C & van de Merwe, T. (2014). Implementing blended learning at a developing university: obstacles in the way. The Electronic Journal of e-Learning, 12(1). Bloemfontein, South Africa. Retrieved February 14, 2015 from http://eric.ed.gov/?id=EJ1020735
Tselios, Nikolaos &Daskalakis, Stelios&Papadopoulou, Maria. (2011). Assessing the Acceptance of a Blended Learning University Course. Educational Technology & Society. 14. 224-235. Tselios, Daskalis, and Papadopoulou, 2011
Watson, J. (2008). Blended Learning: The Convergence of Online and Face-to-Face Education. Promising Practices in Online Learning. North American Council for Online Learning. Retrieved November 30, 2015 from http://eric.ed.gov/?id=ED509636.
Zhu, C. (2012). Student Satisfaction, Performance, and Knowledge Construction in Online Collaborative Learning. Educational Technology & Society, 15 (1), 127–136. Retrieved from http://www.jstor.org/stable/jeductechsoci.15.1.127 on January 21, 2016
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 Authors
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
