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

The Effects of Supplemental Online Learning Aids on Student Performance and Student Engagement in Medical Microbiology

The purpose of this study was to determine the effects of online learning aids on student performance and engagement. The thirty-five participants of the current study were students enrolled in two sections of a junior level Medical Microbiology laboratory. The experimental section was required to spend ten minutes each week on an online learning aid. The online program, StudyMateTM, was used to present text and images in the form of flash cards, multiple choice questions, matching, and crossword puzzles. Both groups completed the Index of Learning Style survey, an initial engagement survey at the start of the course, and a final engagement survey at the end of the course. Statistical analysis showed no significant differences between the groups at the start of the course or after the course was completed for learning style, science grade point average, overall grade point average, initial engagement or final engagement. A moderate correlation was found between microbiology course and laboratory grades and a reflective learning style

Promoting engagement in active-learning classroom design

While the interior design of classroom spaces has evolved to support active learning methods, few studies have isolated environment changes from curriculum changes to understand the impact of space on behavior (Brooks, Walker, & Baepler, 2014).  Adapting an observation instrument from the Brooks (2012) study, “Space and Consequences”, this research  extends previous work in a unique circumstance that allowed the observation of a course which alternated class meetings between two differently designed spaces.  We gathered perspectives from 296 students and 9 instructors along with classroom observations which highlighted eye contact as important to both instructors and students in promoting engagement

Factors Affecting the Student Persistence in Online Education: A Qualitative and Quantitative Investigation

Online education has been gaining popularity thanks to the advent of the Internet. There has been success in providing online education to many students who otherwise would not have had access to higher education. However, many students were dropping out of the online program. In addition, only a few studies have looked at this phenomenon closely and intensively for the purely online students. The current study was therefore initiated to not only find the manifest factors of persistence that apply to online students in degree-granting institutions, but also to discover latent structures and linkages among those factors. The study is unique and vigorous in that it used two methods of data collection and two methods of data analysis. The data collection methods were content analysis and questionnaire, and the two data analysis methods were qualitative and quantitative techniques. A content analysis of over 500 research studies was performed to identify the factors that affect student persistence from the body of literature. The factors were submitted in a survey to faculty members who teach online courses, with a request for comments and/or addition to the list. The resulting list from the two data collection methods was then used in a survey of online students to determine what factors were important to them for persisting in the online program. Qualitative analysis of data was conducted through open coding with the help of a content analysis software. Quantitative analyses were performed which included descriptive statistics as well as three multivariate techniques (i.e., factor analysis, cluster analysis, and multi-dimensional scaling). The latent structure discovered in the study categorized the factors into four groups, namely, personal commitment, social support, institutional commitment and academic confidence. The findings of the study have significant pedagogical, technical, and administrative implications for online education. In pedagogy, the factors found in academic confidence and institutional commitment can be used to enhance persistence-promoting programs, courses, and projects. Implications in technology come from the institutional commitment factors that can be applied to HCI, user experience, and the development of supporting devices and applications. The administration of online education can benefit from factors in personal commitment and social support

An interpretive business statistics course encompassing diverse teaching and learning styles: Working paper series--05-04

An interpretive-learner-centered approach attempting to match diverse learning and teaching styles is implemented to improve student learning and reduce high attrition for an undergraduate business statistics course. The redesigned course focuses on the interpretation and implications of statistical results through real business problems and data while relegating the mechanical steps of computation via formulae to the background. The philosophy that "students are responsible for their education" is embraced; thus, a mastery approach to learning was adopted utilizing pre-lecture, post-lecture and lab web quizzes all with multiple attempts allowed. Cooperative learning serves as a common thread in the course through the use of student teams in lectures, labs and two project assignments. Team projects require students to create business reports in which all statistical jargon is translated into everyday language. Results from assessment data collected on student learning styles, pre and post assessments and the various course components indicate a significant reduction in course attrition and improved student learning

Investigating Flipped Learning: Post-Secondary Student Self-Regulated Learning, Perceptions, And Achievement

The flipped classroom is a current educational model that is gaining popularity at the post-secondary level. In a flipped classroom, content (i.e., lectures), which is normally delivered in-class, is assigned as homework in the form of video lectures, and assignments that were traditionally assigned as homework, are done as learning activities in class. It was hypothesized that the effectiveness of the flipped model hinges on a student’s desire and ability to adopt a self-directed learning style. The purpose of this study was two-fold; it aimed examining the relationship between two variables—students’ perceptions of the flipped model and their SRL behaviors—and the impact that these variables have on achievement in a flipped class, as well as exploring the effect of the flipped experience on SRL strategy use and achievement. To date, there is very little empirical data that supports this model of instruction, and so this study adds important details to a very limited body of knowledge on post-secondary flipped courses. The study was divided into two sections: (a) Study 1 was a correlational study with 76 participants from a flipped introductory biology course, and (b) Study 2 was a quasi-experimental study with participants from two sections of an introductory psychology course, in which one section was taught traditionally (n = 45) and the other section was flipped (n = 27). Both studies utilized a cross-sectional survey asking them about their self-regulated learning (SRL) strategy use (all three groups) and perceptions of the flipped model (flipped biology group only). SRL strategy use was measured using modified versions of the Motivated Strategies for Learning Questionnaire (MSLQ; Wolters et al., 2005), an established SRL scale, while the flipped perceptions survey was derived from a variety of previously published surveys. Student letter grades for their respective courses were also collected as a measure of achievement. The results of Study 1 supported several hypothesized relationships among the study variables. Through regression analysis it was found that student perceptions of the flipped model positively predict students’ use of several types of SRL strategies. However, the data did not indicate a relationship between student perceptions and achievement, neither directly nor indirectly, through SRL strategy use. In Study 2 the results of a series of independent samples t-tests failed to demonstrate any significant differences in SRL use or achievement between the two sections. This study has implications for both research and practice. The limited body of empirical knowledge on flipped classrooms has been expanded to include a theoretical framework on which to build the flipped model. Results suggest that flipped classrooms demonstrate their successes in the active learning sessions where students are able to build 21st century skills by way of constructivist teaching methods. Video lectures hold an important role in flipped classes, however, students may need to practice SRL skills to become more self-directed and effectively learn from them. This may be possible through instructor coaching and modeling of SRL strategies

Sense of Connection and Learning in Traditional and Online Courses at a Rural-Serving Community College

The purpose of this study was to establish an overall measurement for student sense of classroom community in terms of the theoretical dimensions of emotional connection, and needs fulfillment (learning). Further intent was to determine the nature of differences, if they exist, between delivery method (traditional or online), teaching style cluster (containing formal authority style or facilitator style), course type, student’s residence (on-campus, off-campus commuting, or off-campus not commuting), age, and student major on sense of classroom community in terms of emotional connection and learning. Quantitative research methods were used with a causal-comparative design and survey instruments. Differences were determined using MANOVA and multivariate ANOVA. Overall sense of classroom community and connection were significantly higher in face-to-face than in online classes but no difference was detected on student sense of learning. The interaction between delivery method and teaching style on connection was significant but not significant for sense of learning. The interaction between delivery method and course type on sense of connection was statistically significant but not significant for sense of learning. No differences were found on combined dependent variables by student residence. Student sense of learning was higher for older students. Students majoring in Social or Behavioral sciences (SBS) experienced a greater sense of classroom community than Mathematics, Science or Technology majors or undecided students. Students majoring in SBS experienced a greater sense of learning than Business or Applied science majors or undecided students. The style, methods, and class management of an instructor set the tone for the classroom climate, whether real or virtual. No one teaching style was determined to be better than others in all situations. Teachers are advised to increase student sense of connection in the classroom and online by increasing social and teaching presence

IMPACT OF PODCASTING ON LEARNING OUTCOMES IN ASSOCIATE DEGREE NURSING STUDENTS

The dawn of the Information Age has provided rapid advances in technology that have improved lives and produced better tools for caring for each other. Nursing has begun to employ many of these new technologies and nurses are at the forefront of deciding how these innovations might best help patients. New technologies have made their way into schools of nursing and students are benefitting from improved learning experiences. Nursing faculty are leading the way in providing new learning opportunities to students through a multitude of technological advances. One of these advances is podcasting. Podcasting provides students the ability to listen, watch, download and manipulate content in ways that best serve their learning needs. The purpose of this program of study was to examine how technology impacts nursing practice and education. A state-of-the-science paper explored the use of wearable technology as well as provided guidance into how nurses can develop more of these devices. This data ignited a desire to learn about how technology, specifically podcasting, is used in nursing education through the experiences of faculty as well as students. Results from this analysis led to a quasi-experimental research study delving into the use of podcasting for Associate Degree Nursing students. While the results did not reveal a statistically significant improvement in outcomes, a close analysis of the data suggests that further research is warranted to determine if the use of podcasting as a learning supplement may benefit future generations of nursing students

Ethics and taxation : a cross-national comparison of UK and Turkish firms

This paper investigates responses to tax related ethical issues facing busines