Title: Validating student satisfaction with a blended learning scheme in Universitas Terbuka setting

Authors: Maximus Gorky Sembiring

Addresses: Faculty of Education and Teacher Training, Universitas Terbuka, Jalan Cabe Raya Pondok Cabe, Pamulang Tangerang Selatan, Indonesia

Abstract: Blended learning scheme of Universitas Terbuka was explored here. It was aimed at validating on how, in what routines independent, moderating and dependent variables involved were interrelated. Exploratory design was utilised as part of mixed method. It was qualitatively established first that blended learning satisfaction reflected by instruction, interactivity, instructor, management, technology and OER-wise. Satisfaction led to student learning, competence, motivation, retention and value. It was quantitatively hypothesised that satisfaction was influenced by independent and it had corollary to the dependent variables. This configuration was completed through reviews and focus-group discussions prior to performing survey. Important-performance analysis (IPA) and customer-satisfaction index (CSI) were utilised to measure satisfaction and importance degree. Eleven hypotheses were assessed using structural-equation model (SEM); nine were validated. Management was the most influential factor, followed by interactivity, instructor, and instruction; excluding OER-wise and technology. Retention was influenced by satisfaction, followed by enhance learning, value, motivation and competence.

Keywords: blended learning; exploratory design; IPA; CSI; SEM.

DOI: 10.1504/IJMLO.2018.095166

International Journal of Mobile Learning and Organisation, 2018 Vol.12 No.4, pp.394 - 413

Received: 11 Nov 2017
Accepted: 05 Mar 2018

Published online: 26 May 2018 *

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