An Investigation of the Impact of Student Satisfaction on Student Outcomes Among Undergraduate Students in a Blended Learning Environment in University A

The purpose of this study was to examine the impact of student satisfaction on student outcomes among undergraduate students in a blended learning environment in University A. It was a quantitative predictive correlational design, with predictor variables satisfaction with course, sex, age and race/ethnicity, and criterion variable end-of-course score. The Corona Virus pandemic highlighted the central role of blended and online learning in educational processes globally. The technological revolution in education characterized by the infusion of digital technologies in classrooms, indicates that blended learning will continue to feature prominently in educational settings. Student satisfaction in blended learning redounds to the benefit of students and educational institutions since it could contribute to improved pedagogical and curricular practices, goodwill, enhanced reputation, and increased enrollment. Participants for this study were drawn from a convenience sample of 330 undergraduate students enrolled in a blended general education course at University A. Data collection procedures for predictor variables were accomplished through the online administration of the Satisfaction with Blended eLearning Systems (BELS) Questionnaire, while criterion variable data was garnered from student records. Applying multiple linear regression analysis, a statistically significant relationship was found between the linear combination of satisfaction with course, sex, age, race/ethnicity and end-of-course score. However, satisfaction with course emerged as the only significant predictor of the end-of-course score. Course satisfaction in blended learning settings influences performance. Further investigations are needed in other tertiary level institutions in the Caribbean, across different disciplines, and different blended learning delivery methods

Understanding Faculty Perspectives on Using a Learning Management System at a Caribbean University in Guyana

In this basic qualitative study, faculty hesitation toward using Moodle learning management system (LMS) for instructional delivery was investigated. The research question focused on how faculty perspectives on their hesitation toward using the institution’s LMS in the Faculty of Social Sciences at a Caribbean university in Guyana reflect the tenets of Rogers’ diffusion of innovation theory (DIT). Rogers’ DIT formed the conceptual framework for this study. Eleven lecturers in the faculty of Social Sciences who actively use the institution’s learning management system (LMS) for instructional delivery were purposefully selected for semistructured interviews. Data were analyzed using Saldana’s coding manual for coding and thematic analysis. Six themes emerged to answer the research question: (a) Moodle features used, (b) benefits of using Moodle, (c) Moodle use comfort levels, (d) social influencers, (e) professional development, and (f) enabling conditions. These results provide knowledge informing stakeholders of what can lead to improved faculty use of educational technology. Faculty use of LMSs is integral to improving access to higher education globally. These research findings may contribute to understanding why faculty hesitated to use Moodle LMS for instructional delivery. Reduced faculty hesitation in using LMSs at higher education institutions can lead to the realization of Sustainable Development Goal Four, the delivering of quality education effectively. Student access to personalized, continuous learning using LMSs will foster positive social change

Post-COVID-19: renegotiating the scope, role and function of support and development for students in higher education across the globe

The COVID-19 global pandemic has substantially and forever changed our world and the higher education landscape. Processes, systems, practices, and norms have been sharply disrupted and changed in irrevocable ways. Universities and higher education institutions across world regions responded promptly and in different ways, but were equally unprepared to deal with the impact of the pandemic (Crawford et al., 2020; DAAD, 2020; Marinoni et al., 2020; Tesar, 2020). Related to and embedded within higher education institutions (HEIs), Student Affairs and Services (SAS) is uniquely appointed, positioned, and capacitated to provide services and support for students' academic and personal-social development (Ludeman & Schreiber, 2020). Across the globe, SAS has different roles, functions, and structures; however, the overarching purpose of SAS is to advance student and institutional success (Humphrey, 2020; Ludeman & Schreiber, 2020; Os$eld et al., 2016).

The Effect of Mobile Gamification on Brand Loyalty

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Project-Based Learning: Investigating Self-Directed Learning Readiness Skills And Content Knowledge Retention In An Urban Jamaican High School Eighth Grade Integrated Science Cohort

Self-directed learning (SDL) readiness skills and the command and/or retention of content knowledge have been identified as key factors for success in post-secondary settings. The Government of Jamaica (GOJ) has stated that two in three Jamaican secondary school graduates lack the requisite content knowledge and self-directed learning skills needed for advancement in the work space and in postsecondary education (Vision 2030 Jamaica National Development Plan, 2009). This dissertation examined the efficacy of project-based learning (PBL) as a method of instruction for improving SDL readiness skills and content knowledge retention. More specifically, the phenomenon was explored within the context of a developing country – in this case – Jamaica. The difference in SDL readiness skills and content knowledge retention was investigated among 8th grade students in an urban high school under PBL conditions (N = 30) and under Traditional Direct Instruction (N=35) using a quasi-experimental design. Data on students’ SDL readiness skills, knowledge comprehension and content knowledge retention were collected using validated instruments. Scores on all three measures were recorded pre-intervention and post-intervention with a follow-up on content knowledge retention. One way repeated measures mixed ANOVAs were run. Results showed that on SDL readiness skills, the difference over time for the PBL group was significantly different from the difference over time for the TDI/control group (p

Determinants of Students' Satisfaction in an Online Environment in Portuguese Higher Education Institutions

Online education assumed an increasing relevance in the last two years in face of the successive pandemic-motivated lockdowns by SARS-Cov-2. Considering the potential strengthening of this type of education in Portugal, particularly in the context of higher education, this study aims to analyze the perspective of students on three vectors of the online education quality, namely the overall quality of classes, the assessment process, and the online teaching tools available. Students' perceptions regarding these vectors will be assessed from the demographic variables, and factors that underlie online education according to the literature. The research is based on a quantitative methodology. Data was carried out through a structured questionnaire applied online, which had the answers of 2,107 students from different courses and higher education institutions in Portugal in July 2020. Factor analysis and logistic regression were used. The findings identified a significant association between the three vectors of the quality of online education proposed, and the factors usually proposed in the literature that are part of the student, instructor, and technology dimensions. It is expected that this research provides the inputs to the different players involved either in the implementation or development of courses offered through online learning in Portugal.info:eu-repo/semantics/publishedVersio

Pacific leaders in open, online and distance learning

The Pacific is a vast region, with a diverse range of cultures and stretched geographical lands, which covers large territories and long distances. Open, online and distance learning (ODL) has always played a key role in providing access to education to remote and rural students and disadvantaged groups. In fact, it could be argued that without ODL, the levels of educational attainment in these regions would be much lower. However, there is work to be done, as some countries in the region still have infrastructure problems, such as Internet connectivity and availability, which directly impact access to online and distance learning. In this piece about Pacific leaders in ODL, I noticed that despite the fact that many leaders have or have had a formal professional base at their institutions, many have worked across different nations and in collaboration with several national and international organisations. Also, initially, ODL leaders were predominantly male, but it did not take long for their female counterparts to join in and be recognised. Encouraged by this journal's editorial board, I made sure that the ODL female leaders are well represented in this piece. This manuscript is divided in three sections; Australia, New Zealand and some small islands of the Pacific region. This is by no means an exhaustive list of ODL leaders in the region, but one that recognises the contributions of earlier theorists and some more current researchers and practitioners. Finally, it is also important to highlight that the large majority of the leaders recognised here are renowned academics, researchers, practitioners and leaders due to their success, leadership and contributions to ODL. Therefore, most of them have published extensively, been invited to present at conferences and other national and international events, and have worked as consultants for key ODL organisations and their partners, some during the course of their employment and/or after retiring. Their career and academic successes are very important, but here I would like to focus on some of their key contributions to ODL in the Pacific region.</p

ICTs readiness among MOOC learners : a cross-national analysis

Massive open online courses (MOOCs) attract the attention of educators who desire to extend higher education to learners around the globe. MOOCs also interest learners with Internet access who can benefit from them and enroll at no cost. However, research indicates the importance of learners’ readiness for online learning in order to take advantage of these courses and the importance of investigating factors that influence learners’ satisfaction with MOOCs. In order to examine these aspects, two different types of surveys were conducted. Framed by the second-level digital divide approach and resources and appropriation theory, this study surveyed MOOC learners to investigate their readiness for online learning. It measured learners’ levels of engagement with information and communications technologies (ICTs) and learners’ characteristics (self-efficacy and locus of control). The study analyzed one source of data collected from surveying 2,882 learners who were enrolled in any of five MOOCs that were offered in either English or Arabic and through two MOOC providers based in the U.S. and Saudi Arabia. The findings identified significant differences among learners who live in various regions or countries with different economic classifications. For example, MOOC learners who live in either North America or developed economies have significantly higher levels of engagement with ICTs, self-efficacy, and locus of control than learners who live in Arab States or developing economies respectively. In several regions, such as North America and Asia and the Pacific, male MOOC learners have significantly higher levels of engagement with ICTs than females. Additionally, based on the theory of independent learning and teaching, the three types of interaction model, and the technology acceptance model, this study investigated factors that influence learners’ satisfaction with MOOCs. It also examined effects of age and level of education of MOOC learners on their perceptions concerning the importance of five course aspects. Another survey asked 1,762 learners who were enrolled in any of four MOOCs. The results showed that the learner perceived usefulness, teaching and learning aspects of the MOOC, and learner-content interaction as important satisfaction factors. The results revealed that both age and level of education have significant effects only on the importance of three course aspects. Future directions in MOOCs research are discussed.Radio-Television-Fil

The E-Learning High School Project in Jamaica and its effects on Students’ Attainment at the end of Compulsory Schooling

Integrating ICTs into schools is important in educational reform worldwide. Several studies have been published about e-learning and ICTs' effectiveness in the classroom and by extension on high stakes school leaving examinations. Despite the implementation of e-learning projects in developing countries such as Jamaica, a significant number of projects used different measures to determine goal achievement. This study evaluated the effects of the E-Learning High School Project Pilot (e-LHSPP) on students’ attainment at the end of compulsory schooling. A total of 68 schools, 26 pilots, and 42 other schools were included in the study. Administrative archival quantitative indirect data and documents were collected from the Caribbean Examination Council (CXC), Caribbean Secondary Examination Certificate (CSEC), the Ministry of Education, and other government agencies in the piloted subjects of English language, Mathematics, Chemistry, Biology, and Information Technology. An evaluative research design using a quantitative approach with indirect data and pre-existing administrative archival documents as data was used in the document analysis. The quantitative analysis results revealed that the e-LHSPP showed very small increases in students’ performance of less than 1 average GPA point in mathematics, chemistry, and Information Technology in 2009 and chemistry and Information Technology in the spillover year 2010. The results for both years were not statistically significant and the effect sizes for each of the subjects were small. The document analysis produced five themes which are (1) Technological support for success, (2) Key stakeholders' involvement and outcome, (3) Institutions' contribution to the e-LHSPP, (4) Supervision of the project, and (5)The resources available to the e-LHSPP. The supervision of the e-LHSPP at all levels needed improvement, the ICT equipment, for the most part, was adequate but there were shortcomings in student preparation, administrative inefficiencies between agencies, ICT integration training for teachers, and online access to educational databases