Authors: Chang Zhu
Addresses: Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Vrije Universiteit Brussel, Pleinlaan 2, 1050 Brussels, Belgium
Abstract: Universities started to implement online learning to support face-to-face learning. However, student satisfaction and perceived effectiveness of blended learning courses are linked to their previous learning experience, personal preferences and other student and teacher variables. This study examines student satisfaction and perceived effectiveness of a blended learning course and key factors related their satisfaction and perceived effectiveness in a Belgian university. In total 117 students enrolled for this course participated in an online survey and a random sample of 22 students participated in the interviews. The results indicate that student background and situational variables (international or local students, full-time or part-time students) perceived the effectiveness of the blended learning course differently. Part-time students had a higher perception of the effectiveness of the blended learning course. International students were more in favour of the blended learning mode than local students. Teacher competence and teacher support were regarded as the most important determinants for student satisfaction with the blended learning course. Other important factors influencing student perceptions and satisfaction with the blended learning course were examined and the results were discussed.
Keywords: blended learning; online collaboration; perception; satisfaction; perceived effectiveness; university student.
International Journal of Learning Technology, 2017 Vol.12 No.1, pp.66 - 83
Received: 08 May 2021
Accepted: 12 May 2021
Published online: 27 Apr 2017 *