Achievement and Satisfaction in Blended Learning versus Traditional General Health Course Designs

Melton, Bridget F.; Bland, Helen W.; Chopak-Foss, Joanne

doi:10.20429/ijsotl.2009.030126

Cited by 93 publications

(81 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In an e-learning environment, perceived satisfaction appears as an important indicator of the effectiveness of the instructional methods implemented in the online component of the system, and thus it could emerge as a barrier against the successful implementation of the system (Akkoyunlu & Soylu, 2008;Melton, Graf, & Chopak-Foss, 2009;Paechter, Maier, & Macher, 2010). Several studies reveal that perceived usefulness positively predicts learners' satisfaction with e-learning (Cigdem & Topcu, 2013;Johnson, Hornik, & Salas, 2008;Liaw, 2008) and perceived satisfaction together with perceived usefulness directly affects learners' behavioral intention to use e-learning systems (Damnjanovic et al, 2013;Lee, Cheung & Chen, 2005;Sahin & Shelley, 2008).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

Çiğdem

Öztürk

2016

IRRODL

View full text Add to dashboard Cite

There is a substantial increase in the use of learning management systems (LMSs) to support teaching and learning activities in higher education institutions. Despite their benefits, students use them to a limited extend due to a number of factors influencing behaviors. This study executed a three-tier use model to examine the predictors of students' behavioral intention to use LMSs at a two-year postsecondary military school in Turkey, and the participants consisted of 155 students. The data were collected through an online questionnaire and analyzed through Pearson correlation coefficients and linear regression analyses. Results showed that multimedia instruction had a direct influence on perceived usefulness and perceived ease of use, while interactivity had a direct influence only on perceived satisfaction. Perceived satisfaction was also affected by perceived usefulness and perceived ease of use.Perceived ease of use exerted a direct influence on perceived usefulness, as well. Moreover, perceived usefulness had a great influence on behavioral intention to use LMSs. As a final point, self-efficacy did not take a position in the model due to its insignificant relationships with the other constructs. It is suggested that an increase in the multimedia features and interactivity of the system could lead to higher perceived usefulness and ease of use among learners, and both factors add to learners' perceived satisfaction which in turn increases their engagement.

show abstract

Section: Theoretical Frameworkmentioning

confidence: 99%

Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

Çiğdem

Öztürk

2016

IRRODL

View full text Add to dashboard Cite

show abstract

“…Some parts of classroom lectures are substituted by online activities. This perspective focused on integrating synchronous and asynchronous mode of delivery [17].Studies about the implementation of blended learning indicated that students who participated in a combination of both online and face-to-face instruction obtained the same or better achievement compared to those of traditional instruction [18], [19]. The blended learning environment also encouraged student to be more actively involved in teaching-learning process [20]- [22].…”

mentioning

confidence: 99%

The Implementation of Blended Learning in Multimedia Courses for Undergraduate Students in Indonesia

Surjono¹,

Muhtadi²,

Wahyuningsih³

2017

IJIET

View full text Add to dashboard Cite

Abstract-This quasi-experimental study investigated the effects of blended and traditional learning in multimedia courses for undergraduate students in Indonesia. The blended group (N=41) was taught using a combination of lectures and online activities, while the control group (N=41) experienced a face-to-face lesson. Both groups received the same multimedia materials during four-week sessions. The findings showed that students learning in blended mode achieved better scores than their counterparts. They also participated in discussion sessions more actively. This study also revealed that in Multimedia courses student achievement has a positive correlation with student activities. Students perceived that the implementation of this blended learning was good.Index Terms-Blended learning, multimedia, e-learning, face-to-face learning. I. INTRODUCTIONThe rapid development of information technology encourages educational institutions to run distance education system. Since it was adopted two centuries ago, the system has changed significantly in terms of learning process, communication between teachers and students as well as delivery of teaching materials to students [1]. The system was developed through several stages in accordance with technological developments. In the early stages, communication and distribution of teaching materials to students was done through postal delivery technology, radio and television broadcasts. Today the Internet is becoming a dominant technology to support the system as communication media, shipping materials, and variety of online activities.E-learning is now becoming the backbone of the distance education in the world. The term of e-learning that refers to learning through the Internet is now becoming popular. E-learning is also referred to as distance education, online learning, virtual learning, distance learning, web-based learning [2]. The use of e-learning in higher education is not exclusively separated with face-to-face learning, but both are used together to obtain optimal learning. E-learning is the use of information technology to deliver learning materials to anybody, anytime, and anywhere in a Manuscript received August 12, 2016; received November 16, 2016 [4] mentioned that e-learning is part of distance education, while online learning is part of the e-learning. In addition, e-learning includes a wide range of applications and processes such as computer-based learning, web-based learning, virtual classrooms, etc. More specifically, Rosenberg [5] defines e-learning as the use of internet technology to distribute learning materials, so that students can access from anywhere.E-learning system can be implemented asynchronously, synchronously, or a mixture of both. Examples of asynchronous e-learning are often found in the Internet whether simple or integrated via e-learning portal. While in the synchronous e-learning, teachers and learners should be in front of computers together because the learning process is conducted in real-time using video or audio conferencing. He...

show abstract

“…7 Courses that mix online learning and traditional lectures yielded higher student satisfaction and achievement. 8 As a result of the mounting evidence, general health education courses are considered an important part of general education in United States higher education. In 2003, the Institute of Medicine of the National Academies of Science recommended that "all undergraduates should have access to education in public health" in part to assure an educated citizenry.…”

Section: Introductory Health Courses In Higher Educationmentioning

confidence: 99%

Health and wholeness undergraduate course in Uganda: Potential public health impact and transferability

2016

View full text Add to dashboard Cite

Over 26,000 students at a major Christian University in Uganda have completed a single semester course on Health and Wholeness. While common in other higher education contexts, general education courses and health education courses in particular are uncommon in the Africa higher education context. This course therefore is a bold initiative by Uganda Christian University. The course is designed to help students in a wide range of programs understand how to promote and improve health in their own lives as well as their homes, communities, workplace, and society. Students learn about the definitions of health and wholeness. They discuss hygiene; nutrition; sanitation, water, and land use; common occurring health problems, HIV/AIDS and sexually transmitted infections; sexuality; first aid and early intervention; family health, dependence, fitness and life skills, and leadership for a healthy society. Through discussion, students are expected to identify factors that hinder or enhance health. Challenges and lessons learned in the course include confronting cultural practices, improving critical analysis skills, addressing information at the right technical level, and improving behavior change. Because graduates come from, and move on to, virtually all facets of economic, civil, and social life in Uganda and beyond, this course could carry tremendous potential to improve the public's health.

show abstract

Achievement and Satisfaction in Blended Learning versus Traditional General Health Course Designs

Cited by 93 publications

References 12 publications

Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

The Implementation of Blended Learning in Multimedia Courses for Undergraduate Students in Indonesia

Health and wholeness undergraduate course in Uganda: Potential public health impact and transferability

Contact Info

Product

Resources

About