Duy Le Vu
ABSTRACT
The innovation and progress in technology have brought about changes in the approach to education at universities, leading to the emergence of blended learning models. The impact of the Covid-19 pandemic in Vietnam during 2020-2021 has accelerated the adoption of blended learning in some educational institutions, with FPT education system being at the forefront, including FPT University, FPT Polytechnic College, FPT BTEC College, and others. In this study, the authors adopt the Technology Acceptance Model (TAM) proposed by [7] and the SERVQUAL model derived from the research conducted by [25] to propose a research model analyzing the factors influencing students' satisfaction with the blended learning method. The research surveyed 264 students at FPT educational institutions who participated in classes using the blended teaching method. Quantitative research methods, including reliability testing of measurement scales, exploratory factor analysis, and linear regression models, were employed. The results identified that three out of four factors have an impact on student satisfaction with the blended learning method, including: (1) Perceived usefulness, (2) Interaction, (3) Learning Environment. Additionally, some suggested solutions are proposed to help FPT educational institutions effectively implement blended learning, thereby enhancing student satisfaction with this approach in the future
- Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons.Google Scholar
Digital Library
- Bearsin & Associates. (2003). Blended learning: What works? An industry study of the strategy, implementation, and impact of blended learning. Oakland, CA: Bersin & Associates.Google Scholar
- Çakır, H., & Bichelmeyer, B. A. (2016). Effects of teacher professional characteristics on student achievement: an investigation in blended learning environment with standards-based curriculum. Interactive Learning Environments, 24(1), 20-32.Google ScholarCross Ref
- Chen, H. R., & Tseng, H. F. (2012). Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan. Evaluation and program planning, 35(3), 398-406.Google Scholar
- Cheng, B., Wang, M., Moormann, J., Olaniran, B. A., & Chen, N. S. (2012). The effects of organizational learning environment factors on e-learning acceptance. Computers & Education, 58(3), 885-899.Google ScholarDigital Library
- Chow, M., Herold, D. K., Choo, T. M., & Chan, K. (2012). Extending the technology acceptance model to explore the intention to use Second Life for enhancing healthcare education. Computers & Education, 59(4), 1136-1144.Google ScholarDigital Library
- Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly.Google ScholarDigital Library
- Davis, F. D. (1993). User acceptance of information technology: system characteristics, user perceptions and behavioral impacts. International journal of man-machine studies, 38(3), 475-487.Google ScholarDigital Library
- Diep, A. N., Zhu, C., Struyven, K., & Blieck, Y. (2017). Who or what contributes to student satisfaction in different blended learning modalities?. British Journal of Educational Technology, 48(2), 473-489.Google ScholarCross Ref
- Driscoll, M. (2002). Blended learning: Let's get beyond the hype. E-learning, 1(4), 1-4.Google Scholar
- Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105.Google Scholar
- Gorsuch R. L. (1983). Factor analysis (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
- Graham, C. R. (2006). Blended learning systems. The handbook of blended learning: Global perspectives, local designs, 1, 3-21.Google Scholar
- Harvey, B., & Beards, D. (2004). E-learning in Scottish further and higher education. Education + Training.Google Scholar
- Hatcher L. (1994). A Step-by-Step Approach to Using the SAS System for Factor Analysis and Structural Equation Modeling. New York City, NY: SAS Institute, Inc.Google ScholarDigital Library
- Joo, Y. J., Lim, K. Y., & Kim, E. K. (2011). Online university students' satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Computers & education, 57(2), 1654-1664.Google Scholar
- Kotler, P., & Keller, K. L. (2012). Marketing Management (14th Edition). Prentice Hall.Google Scholar
- Li, W., Grossman, T., & Fitzmaurice, G. (2012). GamiCAD: A gamified tutorial system for first-time AutoCAD users. In R. Miller (Ed.), Proceedings of the 25th Annual ACM Symposium on User Interface Software and Technology (pp. 103–112). New York, NY: ACM Press. http://dx.doi.org/10.1145/2380116.2380131Google ScholarDigital Library
- Lin, W. S., & Wang, C. H. (2012). Antecedences to continued intentions of adopting e-learning system in blended learning instruction: A contingency framework based on models of information system success and task-technology fit. Computers & Education, 58(1), 88-99.Google ScholarDigital Library
- Masrom, M. (2007). Technology acceptance model and e-learning. Technology, 21(24), 81.Google Scholar
- Mohammadi, H. (2015). Investigating users’ perspectives on e-learning: An integration of TAM and IS success model. Computers in human behavior, 45, 359-374.Google Scholar
- Naaj, M. A., Nachouki, M., & Ankit, A. (2012). Evaluating student satisfaction with blended learning in a gender-segregated environment. Journal of Information Technology Education: Research, 11, 185–200.Google ScholarCross Ref
- Orey, M. (2002a). Definition of blended learning. University of Georgia. http://www.arches.uga.edu/∼mikeorey/blendedLearning.Google Scholar
- Orey, M. (2002b). One year of online blended learning: Lessons learned. Paper presented at the Annual Meeting of the Eastern Educational Research Association, Sarasota, FL.Google Scholar
- Parasuraman, A., Zeithaml, V., & Berry, L. (1985). A Conceptual Model of Service Quality and its Implication for Future Research (SERVQUAL). The Journal of Marketing, 49, 41-50.Google ScholarCross Ref
- Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous learning networks, 6(1), 21-40.Google Scholar
- Prieto, I. M., & Revilla, E. (2006). Assessing the impact of learning capability on business performance: empirical evidence from Spain. Management Learning, 37(4), 499-522.Google ScholarCross Ref
- Rahman, N. A. A., Hussein, N., & Aluwi, A. H. (2015). Satisfaction on blended learning in a public higher education institution: What factors matter?. Procedia-social and behavioral sciences, 211, 768-775.Google Scholar
- Rooney, J. E. (2003). Blending learning opportunities to enhance educational programming and meetings. Association Management, 55(5), 26–32.Google Scholar
- Rossett, A. (2002). The ASTD e-learning handbook. New York: McGraw-Hill.Google ScholarDigital Library
- Sahin, I., & Shelley, M. (2008). Considering students' perceptions: The distance education student satisfaction model. Journal of Educational Technology & Society, 11(3), 216-223.Google Scholar
- Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in web-based online learning environment. Journal of Interactive Online Learning, 8(2).Google Scholar
- Small, F., Dowell, D., & Simmons, P. (2012). Teacher communication preferred over peer interaction: Student satisfaction with different tools in a virtual learning environment. Journal of International Education in Business, 5(2), 114-128.Google ScholarCross Ref
- Singh, H., & Reed, C. (2001). A Write Paper: Achieving Success with Blended Learning. https://www.docin.com/p-1815130868.htmlGoogle Scholar
- Styron Jr, R. (2010). Student satisfaction and persistence: Factors vital to student retention. Research in Higher Education Journal, 6, 1.Google Scholar
- Thomson, I. (2002). Thomson job impact study: The next generation of corporate learning. http://www.netg.com/DemosAndDownloads/Downloads/ JobImpact.Google Scholar
- Walker, S. L., & Fraser, B. J. (2005). Development and validation of an instrument for assessing distance education learning environments in higher education: The Distance Education Learning Environments Survey (DELES). Learning Environments Research, 8(3), 289-308.Google ScholarCross Ref
- 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.Google Scholar
- Wei, C.-W., & Chen, Y.-R. (2008). Classroom climate and learning effectiveness in holistic blended learning environments.Google Scholar
- Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers & Education, 55(1), 155-164.Google ScholarDigital Library
- Young, J. R. (2002). Hybrid teaching seeks to end the divide between traditional and online instruction. Chronicle of Higher Education.Google Scholar
- Zacharis, N. Z. (2015). A multivariate approach to predicting student outcomes in web-enabled blended learning courses. The Internet and Higher Education, 27, 44-53.Google ScholarCross Ref
Index Terms
- A study on students' satisfaction with Blended Learning methods: A case study at FPT Education
Recommendations
A Study of Undergraduate Students' Learning Satisfaction and Influencing Factors in Blended Learning: ——A case study of a university in West China
IC4E '23: Proceedings of the 2023 14th International Conference on E-Education, E-Business, E-Management and E-LearningThe "Internet + Education" has brought a new ecology to education and teaching. The blended teaching born in the context of this era brings new opportunities and challenges to the development of teaching and learning in university classrooms. Based on ...
Investigating students' perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system
Although the benefits of e-learning have been discussed in various previous studies; it is a critical issue of better understanding the reasons why some learners are dissatisfied with the e-learning experience. Therefore, this research investigates ...
Acceptance and Satisfaction of Learning Management System Enabled Blended Learning Based on a Modified DeLone-McLean Information System Success Model
The utmost reason for this article is to present a detailed assessment of the salient antecedentscomputer anxiety, technology related experience, computer self-efficacy, quality of service, quality of system, quality of system's output information, ...
Comments