Student Satisfaction with Blended Learning: An Online Survey in a Vietnamese University
Main Article Content
Abstract
Blended learning has been widely applied in Vietnamese higher education in recent years. In blended learning, student satisfaction is regarded as a decisive factor in assessing whether blended learning courses are successful or not. This paper assesses the students' satisfaction with a blended English language learning course and with four groups of criteria, including course contents, teaching methods, exercises on LMS (Learning Management System), and assessment tasks. An online survey with 250 students from a Vietnamese university reveals that students have a high level of satisfaction with the course and other criteria. Furthermore, a strong linear relationship has been identified between the overall satisfaction of the whole course and the students’ progress after the course. The findings are expected to promote and improve blended learning practices in Vietnam universities with practical implications for course developers and other stakeholders.
Keywords:
Student satisfaction, blended learning, English language course, LMS, teritary education.
References
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[36] R. Sadeghi, M. M. Sedaghat, F. S. Ahmadi, Comparison of the Effect of Lecture and Blended Teaching Methods on Students’ Learning and Satisfaction, Journal of Advances in Medical Education & Professionalism, Vol. 2, No. 4, 2014, pp. 146-150.
[37] M. R. Sajid, A. F. Laheji, F. Abothenain, Y. Salam, D. AlJayar, A. Obeidat, Can Blended Learning and the Flipped Classroom Improve Student Learning and Satisfaction in Saudi Arabia?, International Journal of Medical Education, Vol. 7, 2016, pp. 281-285.
[2] P. Neumeier, A Closer Look at Blended Learning—Parameters for Designing a Blended Learning Environment for Language Teaching and Learning, ReCALL, Vol. 17, No. 2, 2005, pp. 163-178.
[3] N. Vernadakis, M. Giannousi, V. Derri, M. Michalopoulos, E. Kioumourtzoglou, The Impact of Blended and Traditional Instruction in Students’ Performance, Procedia Technology, Vol.1, 2012, pp. 439-443.
[4] D. Senffner, L. G. Kepler, Blended Learning that Works, American Society for Training and Development, 2015.
[5] F. D. Mohd Nasir, M. A. Hussain, H. Mohamed, M.A. Mohd Mokhtar, N. Abdul Karim, Student Satisfaction in Using a Learning Management System (LMS) for Blended Learning Courses for Tertiary Education. Asian Journal of University Education, Vol. 17, No. 4, 2021, pp. 442-454.
[6] M. Abou Naaj, M. Nachouki, A. Ankit, Evaluating Student Satisfaction with Blended Learning in a Gender-segregated Environment, Journal of Information Technology Education: Research, Vol. 11, No. 1, 2012, pp. 185-200.
[7] Q.E. Booker, C. E. Rebman, E-student Retention: Factors Affecting Customer Loyalty for Online Program Success, Issues in Information Systems, Vol. 6, No. 1, 2005, pp. 183-9.
[8] P. Sharma, B. Barrett, Blended Learning: Using Technology in and beyond the Language Classroom, Macmillan, 2008.
[9] C.J. Bonk, C. R. Graham, The Handbook of Blended Learning: Global Perspectives, Local Designs, John Wiley & Sons, 2012.
[10] R. Boelens, S. Van Lear, B. De Wever, J. Elen, Blended Learning in Adult Education: towards a Definition of Blended Learning, https://biblio.ugent.be/publication/6905076/file/6905079, 2015 (accessed 22 February 2022).
[11] C. R. Graham, Blended Learning Systems, in C. J. Bonk, C. R. Graham (Eds.), Handbook of Blended Learning: Global Perspectives, Local Designs, John Wiley & Sons, San Francisco, 2006, pp. 3-21.
[12] G. E. McCray, The Hybrid Course: Merging On-line Instruction and the Traditional Classroom, Information Technology and Management, Vol. 1, No. 4, 2000, pp. 307-327.
[13] A. Strambi, E. Bouvet, Flexibility and Interaction at a Distance: A Mixed-mode Environment for Language Learning. Language Learning & Technology, Vol. 7, No. 3, 2003, pp. 81-102.
[14] R. G. Wingard, Classroom Teaching Changes in Web-enhanced Courses: A Multi-institutional Study, Educause Quarterly, Vol. 27, No. 1, 2004, pp. 26–35.
[15] C.D. Dziuban, P.D. Moskal, J. Hartman, Higher education, Blended Learning, and the Generations: Knowledge is Power: No more, https://desarrollodocente.uc.cl/, 2005 (accessed 22 February 2022).
[16] D. E. Murray, Changing Technologies, Changing Literacy Communities?. Language Learning & Technology, Vol. 4, No. 2, 2000, pp. 39-53.
[17] E. Banados, A Blended-learning Pedagogical Model for Teaching and Learning EFL Successfully through an Online Interactive Multimedia Environment, CALICO Journal, Vol. 23, No. 3, 2006, pp. 533-50.
[18] D. Laurillard, Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies, Routledge, London, 2002.
[19] M. Levy, & G. Stockwell, CALL Dimensions: Options and Issues in Computer-assisted Language Learning, Routledge, 2013.
[20] H. Boulton, Managing e-Learning: What are the Real Implications for Schools?, The Electronic Journal of e-Learning, Vol. 6, No. 1, 2008, pp. 1–18.
[21] M. A. Rodriguez, R. C. A. Anicete, Students’ Views of a Mixed Hybrid Ecology Course, Journal of Online Learning and Teaching, Vol. 6, No. 4, 2010, pp. 791–798.
[22] M. G. Moore, G. Kearsley, Distance Education: A Systems View of Online Learning, Cengage Learning, 2011.
[23] V. Chang, D. Fisher, The Validation and Application of a New Learning Environment Instrument for Online Learning in Higher Education, in: Technology-rich Learning Environments: A Future Perspective, World scientific, 2003, pp. 1-20.
[24] D. U. Bolliger, T. Martindale, Key Factors for Determining Student Satisfaction in Online Courses, International Journal on E-learning, Vol. 3, No. 1, 2004, pp. 61-67.
[25] P. L. Smith, C. L. Dillon, Comparing Distance Learning and Classroom Learning: Conceptual Considerations, The American Journal of Distance Education, Vol. 13, No. 2, 1999, pp. 6-23.
[26] J. H. Wu, R. D. Tennyson, T. L. Hsia, A Study of Student Satisfaction in a Blended e-learning System Environment, Computers & Education, Vol. 55, No. 1, pp. 155-64.
[27] B. Melton, H. Graf, J. Chopak-Foss, Achievement and Satisfaction in Blended Learning versus Traditional General Health Course Designs, International Journal for the Scholarship of Teaching and Learning, Vol. 3, No. 1, 2009.
[28] E. Martínez-Caro, F. Campuzano-Bolarín, Factors Affecting Students’ Satisfaction in Engineering Disciplines: Traditional vs. Blended Approaches, European Journal of Engineering Education, Vol. 36, No. 5, 2011, pp. 473-483.
[29] A. A. Amsal, Students’ Online Learning Satisfaction on Learning Management System, Proceedings of The 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020), Atlantis Press, 2021, pp. 528-534.
[30] S. Ghazal, H. Al-Samarraie, H. Aldowah, “I am still learning”: Modeling LMS Critical Success Factors for Promoting Students’ Experience and Satisfaction in a Blended Learning Environment, Ieee Access, Vol. 6, 2018, pp. 77179-77201.
[31] J.H. Koh, R.Y. Kan, Perceptions of Learning Management System Quality, Satisfaction, and Usage: Differences among Students of the Arts, Australasian Journal of Educational Technology, Vol. 36, No. 3, 2020, pp. 26-40.
[32] M. A. Alkhateeb, R. A. Abdalla, Factors Influencing Student Satisfaction towards Using Learning Management System Moodle, International Journal of Information and Communication Technology Education, Vol. 17, No. 1, 2021, pp. 138-153.
[33] H. T. Le, C. T. Truong, Tertiary Students’ Perspectives on Online Learning during Emergency Remote Teaching in the Context of Covid-19: A Case Study, Proceedings of The 17th International Conference of the Asia Association of Computer-Assisted Language Learning, Atlantis Press, 2021, pp. 203-210.
[34] T. N. Nguyễn, T. H. Đoàn, Đánh Giá sự Hài Lòng của Sinh Viên về Chất Lượng Dịch Vụ Đào Tạo Đại Học bằng E-learning trong Bối Cảnh Covid-19 tại Trường Đại học Lạc Hồng, Tạp chí Giáo dục, Vol. 493, No.1, 2021, pp. 59-64.
[35] H. C. Pham, P. A. Hoang, D. K. Pham, N. H. Thuan, M. N. Nguyen, Classroom Going Digital: Evaluating Online Presence through Students’ Perception Using Community of Inquiry Framework, in: Covid-19 and Education: Learning and Teaching In A Pandemic Constrained Environment, Informing Science Press, California, 2021, pp. 29-49.
[36] R. Sadeghi, M. M. Sedaghat, F. S. Ahmadi, Comparison of the Effect of Lecture and Blended Teaching Methods on Students’ Learning and Satisfaction, Journal of Advances in Medical Education & Professionalism, Vol. 2, No. 4, 2014, pp. 146-150.
[37] M. R. Sajid, A. F. Laheji, F. Abothenain, Y. Salam, D. AlJayar, A. Obeidat, Can Blended Learning and the Flipped Classroom Improve Student Learning and Satisfaction in Saudi Arabia?, International Journal of Medical Education, Vol. 7, 2016, pp. 281-285.
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