Student Perceptions of Interactions and Course Satisfaction in a Blended Learning Environment

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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 World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 4372-4380). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/32119.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2009
Honolulu, HI, USA
June 22, 2009
ISBN 1-880094-73-8
  George Siemens & Catherine Fulford
AACE

More Information on EDMEDIA
Table of Contents

Authors

Yu-Chun Kuo, J. Nichols Eastmond, Instructional Technology and Learning Sciences, Utah State University, USA; Lynden J. Bennett, Morgan High School, USA; Kerstin E. E. Schroder, Department of Psychology, Utah State University, USA

Abstract

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.

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