Abstract
A wide variety of technologies combined with traditional classroom methods can make learning easier in the digital age. This paper studied undergraduate students’ satisfaction and learning performance after they had studied in a blended setting and investigated if variables of learner characteristics and course features would be predictors for effectiveness in a blended course. Data were gained from 149 students enrolled in a basic English course at a private university in Thailand, using a 5-rating scale questionnaire. The results of the study demonstrated that students were satisfied with instructor, interactivity and course design, and the mean score of performance was higher than the criterion. It was found that attitudes toward blended learning, face-to-face support and digital literacy were three variables predicting learning performance while only two variables including face-to-face support and attitudes toward blended learning were two predicting variables of satisfaction with the course. However, workload management and online learning tools quality were not predictors of learning performance and satisfaction with the course. When designing future blended courses, instructors should pay more attention to face-to-face support, attitudes toward blended learning and digital literacy since these factors may have an impact on the course success.
Highlights
With the development of educational technology, instructional provision in higher 25The jalt call Journal 2018: Regular Papers education has enormously been challenged and modified
The results showed that satisfaction with the blended course was positively related to all factors including attitudes toward blended learning (r = .764, p < .01), digital literacy (r = .678, p < .01), workload management (r = .356, p < .01), online tools quality, (r = .271, p < .01), and face-to-face support (r = .784, p < .01)
The current study investigated the effectiveness of blended learning in a fundamental English course in two aspects: learning performance and satisfaction
Summary
With the development of educational technology, instructional provision in higher 25. Blended learning courses allow instructors to modify their conventional teaching techniques using innovative resources that enable them to create a more flexible instructional environment and provide a meaningful learning opportunity for students It is giving learners and instructors a good chance to learn and teach more effectively. Effectiveness of blended learning was defined as satisfaction with the 26 course and learning performance. Workload management, attitudes toward blended learning, online tools quality and face-to-face support are found to be some of those numerous factors for blended learning success based on literature reviews. Students with good workload management will have a pleasant experience and gain higher score This theory is supported by the survey conducted by Kintu and Zhu (2016), indicating that management of workload is a key factor to learner satisfaction. The current study employed connectivism as a theoretical framework to conduct the study
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