Student Perceptions of Interactions and Course Satisfaction in a Blended Learning Environment
Yu-Chun Kuo, J. Nichols Eastmond, Instructional Technology and Learning Sciences, Utah State University, United States ; Lynden J. Bennett, Morgan High School, United States ; Kerstin E. E. Schroder, Department of Psychology, Utah State University, United States
EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
With the advent of information technology, distance learning has been recognized as a popular approach to gaining knowledge through the facilitation of various technological tools. The purpose of this study was to investigate student perceptions of three types of interaction (learner-learner interaction, learner-instructor interaction, and learner-content interaction) and the level of satisfaction towards the class which was implemented under a blended learning environment in the spring semester of 2008. The class with a combination of synchronous and asynchronous learning was offered by Instructional Technology and Learning Sciences to MEd program students with an attempt to complete their degrees by taking distance courses. The result showed that overall students agreed that interaction was important to their learning experiences, and the level of student satisfaction regarding the class was high. The combination of interactions significantly predicted student course satisfaction. Personality was found to be a vital factor that should be considered in this kind of course design.
Kuo, Y.C., Eastmond, J.N., Bennett, L.J. & Schroder, K.E.E. (2009). Student Perceptions of Interactions and Course Satisfaction in a Blended Learning Environment. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4372-4380). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)