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Exploring critical factors of the perceived usefulness of blended learning for higher education students.

ABSTRACT: Performed in a Slovenian higher education institution, the presented research was designed to help investigate which factors influence the ways a student perceives an e-course's usefulness in a blended learning environment. The study is based on an online questionnaire completed by 539 students whose participation in the survey was voluntary. Using structural equation modelling, the students' perceptions of different aspects were investigated, including their attitudes to course topics and technology, learning preferences, teachers' role in course design and managing the teaching process. The empirical results show e-learning is positively perceived to be usefulness when: (1) the teacher is engaged and their activities in an e-course, with the (2) a student's attitude to the subject matter and the lecturer's classroom performance having a direct impact, and (3) technology acceptance having an indirect impact. No major differences were revealed when the model was tested on student subgroups sorted by gender, year of study, and students' weekly spare-time activities.

SUBMITTER: Kerzic D

PROVIDER: S-EPMC6872162 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

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Exploring critical factors of the perceived usefulness of blended learning for higher education students.

Keržič Damijana D Tomaževič Nina N Aristovnik Aleksander A Umek Lan L

PloS one 20191121 11

Performed in a Slovenian higher education institution, the presented research was designed to help investigate which factors influence the ways a student perceives an e-course's usefulness in a blended learning environment. The study is based on an online questionnaire completed by 539 students whose participation in the survey was voluntary. Using structural equation modelling, the students' perceptions of different aspects were investigated, including their attitudes to course topics and techn ...[more]

PMID: 31751345

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Project description:Background Higher education institutions (HEIs) shifted from in-person attendance to blended and online learning due to the COVID-19 lockdowns. Objective This study investigated the students' perception of satisfaction, convenience, engagement, and learning towards blended and online courses conducted before, during, and after the COVID-19 lockdowns. Methods A longitudinal study design was adopted to examine the students' perception of online and blended learning courses before, during, and after the COVID-19 lockdowns. The subjects consist of Health science students (N = 130) belonging to two different colleges of a public university and the study period includes three academic years (i.e., six semesters) (2018–2021). A survey tool was developed to collect data from students studying the computer fundamentals course through blended and online learning modes from 2018 to 2021. Results Over 95% of students have been satisfied with the course offered through various blended learning formats since 2018. The blended 0.50-course format is the most preferred one for the students; however, the Blended 0.75-course format is highly rated by the students regarding their satisfaction and engagement than other learning formats during the COVID-19 lockdowns. Following adaption after COVID-19, the students reported a high perception of learning towards the course when delivered through 100% online learning mode. Conclusion Students' achievement is significantly associated with the learning modes, exam modes, and various student batches. The blended 0.75-course format group shows a higher achievement than the other three-course format groups. Likewise, those students who appeared in their exams online showed higher achievement than those who appeared physically. Further, the students felt equally convenient with Blended 0.75 and 100% online learning course formats. These findings would also help HEIs choose appropriate learning and examination modes while designing courses. Blended learning; COVID-19; Health Science students; Online learning; Perception.

Project description:BackgroundStudents from Bangladesh pursuing STEM education often encounter obstacles when tackling diverse mathematical problems within various educational settings. Frequently, they find themselves lacking the essential prerequisite knowledge and strong foundational skills necessary to engage with the teaching and learning resources utilized at the undergraduate level, resulting in a significant number of students needing to seek readmission annually.ObjectiveThe objective of this study is to explore the determinants of academic achievement among university undergraduates majoring in mathematics in Bangladesh. Employing a mixed-method research approach, the study combines quantitative and qualitative data analysis to examine the viewpoints of both students and educators concerning these factors. The authors primarily emphasize classifying the factors that impact the efficacy of mathematics pedagogical methods.MethodologyThe study is structured into three phases: i. An initial exploratory qualitative survey. ii. A quantitative triangulation survey. iii. Followed by explanatory semi-structured interviews.FindingsTo begin, the initial qualitative survey identified significant factors that contribute to students' achievements and setbacks in mathematics. Subsequently, the quantitative analysis verified both similarities and distinctions in the perspectives of students and educators. Furthermore, the correlation coefficient analysis revealed that male students frequently exhibit inconsistency and a lack of enthusiasm for studying, resulting in subpar performance. Conversely, female students frequently cited challenges like the difficulty of connecting mathematical theories to real-world applications, heavy course loads, and limited resources as reasons for their academic difficulties. Lastly, insights from interviews with students highlighted their acknowledgment of inadequate study practices, excessive reliance on memorization, suboptimal teaching methods, low motivation, and external distractions as key factors leading to their struggles. They also recognized the importance of consistent practice, a solid comprehension of concepts, regular study routines, and effective learning strategies for successful mathematics education. In contrast, educators emphasized the significance of students having clear concepts, natural aptitude, motivation, and a sense of curiosity as pivotal elements for successful learning in mathematics.ConclusionThis conclusion suggests a new beginning in the realm of local mathematics pedagogy, achieved by scrutinizing teacher-student feedback about the factors influencing success and failure, considering the diverse individual and contextual variables at play. To foster mutual trust and understanding between students and teachers, it may be beneficial to engage in open discussions and interactions.

Dataset Information

Exploring critical factors of the perceived usefulness of blended learning for higher education students.

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Exploring critical factors of the perceived usefulness of blended learning for higher education students.

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