Abstract
This research evaluated the factors that significantly influenced student satisfaction with blended instruction in the “Digital Image Fundamental” course for the animation major at Chengdu University. The conceptual framework assumed causal connections among five vital latent variables. The quantitative analysis included data from 210 participants selected through multistage sampling. After the data collection, confirmatory factor analysis and structural equation model were employed to verify all the hypotheses for the framework constructs. Each latent variable had a significant impact on the connected one, and course structure demonstrated the strongest influence on satisfaction; hence, the five hypotheses were verified. Based on the findings, it is recommended that the office of academic affairs of animation departments at public universities consider the essential factors of student satisfaction for blended instruction schema to improve satisfaction levels for undergraduates with an animation major.
Highlights
IntroductionBlended instruction is a form of education that combines face-to-face tutoring elements with online teaching components [1]
This study aimed at identifying significant factors influencing student satisfaction with blended instruction in the professional core course “Digital Image Fundamental” for animation major undergraduate students at Chengdu University
Five hypotheses were proposed as a conceptual framework to examine how PEOU, perceived usefulness (PU), attitude, and course structure (CS) significantly affected student satisfaction
Summary
Blended instruction is a form of education that combines face-to-face tutoring elements with online teaching components [1]. It can facilitate positive independent studying and reduce classroom time, both of which are great advantages, in comparison to approaches that use only face-to-face or online instruction [2]. At the university level in China, especially for undergraduate students with an animation major, the current method of blended teaching presents various challenges [3], such as overemphasizing superficial form and neglecting the content design of the course, as well as lacking distinction between hybrid and online learning. In June 2020, the researcher evaluated the attitudes of 1,019 animation majors students from three representative public universities in the Chengdu region who received online instruction for an entire semester.
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