Millennial Learners’ Acceptance and Satisfaction of Blended Learning Environment

Abstract

Teaching in an era dominated by millennials represents a challenging task for educators in Institutes of Higher Learning (IHLs). One distinct feature in teaching millennials is the advancement in digital learning which has improved learning styles in higher education. Besides face-to-face interactions with the instructors, the blended learning approach has been introduced in many courses to cater to the needs of millennial learners. This study aims to provide an insight into on students’ acceptance and satisfaction towards the use of Learning Management System (LMS) in a blended learning environment. An online survey was administered to 167 respondents. The majority of the respondents are below 22 years of age and first-year students who are fresh and new to the blended learning concept. This study measured factors like technology experience, computer anxiety, service quality, system quality, information quality, course quality, and instructor to determine the students’ overall satisfaction. The model was analysed using the partial-least-squares structural modeling approach. The result shows that service quality, instructor quality, and course quality are among the critical factors towards students’ acceptance and satisfaction. Therefore, to ensure LMS’s effectiveness and students’ satisfaction, decision-makers at the higher institution should consider these factors before implementing a blended learning initiative via LMS as the platform.
 
 KEYWORDS: Blended Learning, e-Learning, Higher Education, Learning Management System Millennial Learners

The Effects of Contextual Factors, Self-Efficacy and Motivation on Learners’ Adaptability to Blended Learning in College English: A Structural Equation Modeling Approach

“…The present research underpinned the existing research with the evidence that the score for adaptability was not high (mean = 2.26), indicating that students were not well adapted to the blended learning mode of College English, though it has been applied in tertiary education for years. The school administrators and College English teachers should be concerned about this result since adaptability was strongly related to students’ positive academic outcomes and satisfaction of blended learning service quality ( Abu Seman et al, 2018 ). Despite the low level of adaptability,…”

“…The findings in the direct and indirect effects of the affecting factors on non-English majored learners’ adaptability in blended learning were significant, for they explained in-depth the process of how adaptability could be affected by contextual factors and personal factors like self-efficacy and motivation. As a result, this study might be insightful for blended learning designers and practitioners to take into account learners’ emotional needs and explore means to enhance their adaptability, which certainly leads to students’ higher user satisfaction with blended learning service quality ( Abu Seman et al, 2018 ).…”

Students’ Acceptance of Using CIDOS 3.5 for Learning Communicative English During Covid-19 Pandemic

“…The Learning Management System (LMS) known as UFuture was developed at the same time as the earlier i-Learn framework (a one-stop-shop for students to access reading materials, ask questions, and participate in other online learning events) (Chung et al, 2020). Even though it is expected to prepare students for self-directed learning, its practical application is still low (Seman et al, 2019).…”

Investigating Online Classroom Interactions in Islamic Related Courses

“…Lecturers also use more user-friendly and free platforms such as Google Classroom and other social media such as WhatsApp, Telegram, and YouTube (Chung et al, 2020). It is aimed to prepare the students for self-directed learning, but the overall satisfaction for learning theory and conducting practical sessions with this approach is poor (Abu Seman et al, 2018). The implementation of the online learning is divided into a triad of synchronous and asynchronous, blended learning, and hybrid learning (Berestok, 2021;Bashir, 2021).…”