Learners' acceptance toward blended learning

Abstract

A world of technology-driven innovation is continuously and rapidly growing. People can learn from anywhere and at anytime. However, many people face obstacles when they first use online tools for collaborative learning or social media to support collaborative work. The aims of this survey research are 1) to finding a level of learners' acceptance toward the blended learning courses 2) investigating significant levels of learner satisfaction and acceptance among different groups of learners, computer-related and irrelevant fields of study. The research instrument was the questionnaire, which was divided into two parts, Part 1: Learners' background and Part 2: Learners' acceptance toward the blended learning environment. The questionnaire consists of both open-ended and Likert 5 scale closed-ended questions. Participants in this study were undergraduate students who studied at RMUTSB in the academic year 2014. With stratified sampling, the population is divided into groups that are assigned by the faculties. A simple random sampling is obtained based on students' field of study, computer-related and irrelevant. The data were collected from 300 correspondents and then analysed using statistical software. The statistical techniques include arithmetic means, standard deviation, and t-test. The learners' acceptance toward the blended learning courses in overall is at a very good level, including the perceived ease of use; the perceived usefulness; and behavior intention. There is no significant difference among different groups of learners, computer-related and irrelevant fields of study. For further study, the factors that influence teachers' acceptance with blended learning will be explored. The proportion between online and in-person learning will be included. Other approaches such as a flipped classroom and smart classroom will also be taken into consideration.