Man Huang
ABSTRACT
Students’ satisfaction toward a certain course is always an important and critical index to weigh the quality of the assorted course, which has drawn quite much attention from scholars in various research areas. This study investigates the students’ satisfaction toward the English course in certain junior middle schools, with the instruments of questionnaire and interview (including interview via phone calls). Trying to be as scientific as possible, we checked the validity and reliability of the questionnaire through statistics software (in this study SPSS especially). It is generally connoted that students are satisfied with the designated course, and meanwhile show an affirmative attitude toward their own second language acquisition experience. In addition to what has been mentioned above, students show a positive perception and attitude toward blended learning, which involves both online and offline experience of language learning. It is obvious from the result of interview that this new style of teaching and learning is much welcomed among the students, possibly related to its nature of being internet-based and multimedia assisted.
- T. L. Good, “Observational research: Grounding theory in classrooms”, Educational Psychologist. Vol.23/4, 1988, pp.Google Scholar
- M. Williams, “A developmental view of classroom observations”, ELTJ. Vol.43/2, 1989, pp.Google Scholar
- D. Allright, Observation in the classroom. London: Longman, 1988 .Google Scholar
- J. Cummins & D. Sayers, “Education 2001”, Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research, 7:1-2, 1-29, 1990.Google Scholar
- P.C. Kirby & R. Styron, “Inequities in School Computer Use”, Journal of At-Risk Issues, 1(2), 13-17, 1994.Google Scholar
- C.J. Bonk & C.R. Gramham (eds.), Handbook of Blended Learning: Global Perspectives, Local Designs, SanFrancisco, CA: Pfeiffer Publishing, 2006.Google Scholar
- J. R. Young, “‘Hybrid’ teaching seeks to end the divide between traditional and online instruction”, Chronicle of Higher Education, 2002, March 22, pp. A33.Google Scholar
- C. R., Graham, S. Allen & D. Ure, Blended learning environments: A review of the research literature, Unpublished manuscript, Provo, UT, 2003.Google Scholar
- Bersin & Associates, Blended learning: What works? An industry study of the strategy, implementation, and impact of blended learning. Bersin & Associates, 2003.Google Scholar
- A. Rossett, The ASTD E-Learning Handbook. McGraw-Hill, 2002.Google ScholarDigital Library
- J. Reay, Blended learning—a fusion for the future. Knowledge Management Review, 4(3), 2001.Google Scholar
- P. Sands, Inside outside, upside downside: Strategies for connecting online and face-to-face instruction in hybrid courses. Teaching with Technology Today, 8(6), 2002.Google Scholar
Index Terms
- An Empirical Study of Students’ L2 Course Satisfaction and Perception toward Blended Learning
Recommendations
The effect of web based blended learning on students' academic achievement and attitudes towards English course
In this study, the effect of blended learning environment using DynED on student achievement and attitudes towards English course was determined as the aim of this research. Quasi-experimental design with pretest-posttest control group which is defined ...
Integrating Blended Learning into Situational Writing for Vocational High School Students
This study aims to explore vocational high school students' attitudes toward integrating blended learning into situational writing, and the learning effectiveness of that integration. A total of 84 vocational high students were divided into an ...
Comments