An Empirical Evaluation of Critical Factors Influencing Learner Satisfaction in Blended Learning: A Pilot Study

Blended learning, a convergence of e-learning approach and face-to-face learning, has been regarded as a new paradigm in modern education. The degree of learners' satisfaction with blended learning played a crucial role in evaluating the effectiveness of blended learning adoption. Therefore, this study examined the primary factors affecting learners' satisfaction in blended learning environment. A comprehensive questionnaire was used to assess the impact of six dimensions such as learner, instructor, course, technology, design and environment, on perceived e-learner satisfaction specifically on the e-learning component within the blended learning environment. The respondents for this study were generally young with an average age of 20 years old. Results from univariate regression analysis revealed all six dimensions to be positively associated with perceived e-learner satisfaction. Subsequent multivariate regression analysis evidenced only the design dimension to be the critical factor influencing perceived e-learner satisfaction. This study concluded younger generation prioritized the design dimension to be the most critical factor in their satisfaction towards e-learning component in blended learning environment. Therefore, it may be more strategic for institutions to emphasize on the design dimension in their e-learning implementations within the blended learning environment specifically for younger learners.

[1]  Alireza Hassanzadeh,et al.  Factors affecting university instructors' adoption of web-based learning systems: Case study of Iran , 2013, Comput. Educ..

[2]  Yong Gao,et al.  Psychometric Evaluation of a Cultural Competency Assessment Instrument for Health Professionals , 2014, Medical care.

[3]  Jung Wan Lee Online support service quality, online learning acceptance, and student satisfaction , 2010, Internet High. Educ..

[4]  Norman Vaughan,et al.  Blended Learning: Across the Disciplines, Across the Academy , 2012 .

[5]  T. Teo Development and validation of the E-learning Acceptance Measure (ElAM) , 2010, Internet High. Educ..

[6]  Hong-Ren Chen,et al.  Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan. , 2012, Evaluation and program planning.

[7]  Shu-Sheng Liaw,et al.  Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments , 2013, Comput. Educ..

[8]  K. Hone,et al.  Factors affecting students’ acceptance of e-learning environments in developing countries:A structural equation modeling approach , 2013 .

[9]  Tzyh-Lih Hsia,et al.  A study of student satisfaction in a blended e-learning system environment , 2010, Comput. Educ..

[10]  T. McGill,et al.  Critical success factors for the continuation of e-learning initiatives , 2014, Internet High. Educ..

[11]  Justin Reich,et al.  Rebooting MOOC Research , 2015, Science.

[12]  Charles R. Graham Emerging Practice and Research in Blended Learning , 2012 .

[13]  Dowming Yeh,et al.  What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction , 2008, Comput. Educ..

[14]  C. Clement,et al.  Barriers to the Introduction of ICT into Education in Developing Countries: The Example of Bangladesh , 2012 .

[15]  A. E. Bayraktaroglu,et al.  Predicting the Intention to Use a Web‐Based Learning System: Perceived Content Quality, Anxiety, Perceived System Quality, Image, and the Technology Acceptance Model , 2014 .