Understanding Learners' Satisfaction in Blended Learning among Undergraduate Students in Malaysia

Masrom, Umi Kalsom; Alwi, Nik Aloesnita Nik Mohd; Asshidin, Nor Hazlin Nor

doi:10.13189/ujer.2019.071023

Cited by 5 publications

(4 citation statements)

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“…Stable internet enables effective access to course materials and participation in online discussions. Effective course design with clear objectives and structured content was vital to meeting student needs and improving satisfaction (Masrom et al, 2019;Zeqiri et al, 2021). Conversely, poorly designed learning systems can cause confusion and frustration among students, hindering effective use of materials and decreasing their satisfaction with the learning approach (Elshami et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Students find it more convenient than faceto-face learning, as they can allocate time according to their preferences and schedules (Hamid et al, 2020). The adoption of learning management systems, such as learning progress trackers, helps track students' progress and academic performance (Masrom et al, 2019).…”

Section: Satisfaction Of Hybrid Learning Among Undergraduate Health S...mentioning

confidence: 99%

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Evaluating the satisfaction of hybrid learning among undergraduate health science students

Paneerselvam,

Lim,

Beshir

et al. 2024

Pharm Educ

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Background: Hybrid learning combines traditional face-to-face instruction with online or digital learning components and has gained significant popularity in recent years. Objective: This study aimed to assess the satisfaction of hybrid learning among undergraduate health science students and identify the factors associated with the satisfaction level, providing further insights into improvements in hybrid learning adoption to make effective use of the learning approach. Methods: An online survey was distributed to the undergraduate health science students at Taylor’s University in Malaysia. Students’ satisfaction and the associated factors were assessed using a 5-point Likert scale using Pearson Chi-square and logistic regression analysis test where p-value < 0.05 is considered statistically significant. Results: More than half of the students (66.7%) in this study expressed positive satisfaction towards hybrid learning. Internet connection was determined as one of the students' satisfaction-related factors (p=xx). Multivariate binary logistics regression demonstrated that course structure, perceived ease of use, student-instructor interaction and students’ attitude toward hybrid learning had a statistically significant impact on students’ satisfaction with the hybrid learning approach. Conclusion: Students' satisfaction is valuable input for institutions and instructors to enhance the quality of hybrid learning in the future to optimise students' learning experience.

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Section: Discussionmentioning

confidence: 99%

Section: Satisfaction Of Hybrid Learning Among Undergraduate Health S...mentioning

confidence: 99%

Evaluating the satisfaction of hybrid learning among undergraduate health science students

Paneerselvam,

Lim,

Beshir

et al. 2024

Pharm Educ

View full text Add to dashboard Cite

show abstract

“…Lastly, the technology (T) dimension contained five items that measured students' satisfaction with the technology used during their online learning. Past studies have supported the dimensionality and reliability of the satisfaction scale [63,64,65].…”

Section: Survey Instrumentsmentioning

confidence: 94%

Online Learning Engagement Factors of Undergraduate Students’ Learning Outcomes

Nagaratnam,

Sim,

Tan

et al. 2023

Int. J. Emerg. Technol. Learn.

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This study aimed to explore the factors influencing the learning experience, using the community of inquiry (CoI) framework, that contribute to students’ satisfaction with online learning and academic performance during the pandemic. Data were collected from 609 undergraduate students at four private universities in Malaysia through an online questionnaire. The questionnaire was derived from the community inquiry survey and the satisfaction with the online learning questionnaire. The empirical results indicated that the primary factors influencing students’ satisfaction with online learning were cognitive presence, social presence, and teaching presence, in that order of importance. The model was further tested with specific measures of online learning satisfaction, including online course interaction, instruction, course management, instructor quality, and satisfaction with the technology used in the course. Factor reduction analysis groups satisfaction into three categories: “interaction, instruction, and course management” were combined into one category, which includes the course instructor and the technology. Stepwise correlation analysis indicated that all the CoI areas had a significant influence on the satisfaction of all three groups, except for the impact of social presence on the satisfaction of online instructors. Among the predictors, cognitive presence consistently played a significant role in all aspects of satisfaction and performance.

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“…In several institutions of higher education, including Malaysia [40], blended learning has been widely used. Therefore, teachers and universities need to be well-equipped with sufficient expertise and skills to allow the effective application of blended learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of Pandemic COVID-19 to the Online Learning: Case of Higher Education Institution in Malaysia

Nordin¹,

Nordin²

2020

ujer

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This study aim is to examine and evaluate the impact of COVID-19 on education systems, which is the implementation of online learning (OL) during Movement Control Order (MCO) to higher learning education institution in Malaysia. A questionnaire was developed, and a random sampling of data was performed. Three hundred and fifty-two samples were collected using the Smart PLS-Structural Equation Modeling (SEM) technique to analyze the results. The study shows that acceptance, usability, satisfaction, and technical skills play a pivotal role in inspiring online learning effectiveness for the institution of higher education. Such consideration allows the entire higher education institution in Malaysia to recognize the importance of online learning in education in a consistent way. All the factors influence the sustained positive efficacy except acceptance of online learning. The present study covers only the institutions of higher learning. Entire elementary and secondary school students also participate in online learning, so this group can also be included for further studies. The research would continue to develop the online learning environment, and the study of higher education organizations is gradually embracing learning as an alternative to conventional classroom learning for current students and as a means to extend its scope to new students. Adopting online learning and its technologies requires significant investment in the staff, resources, energy, and space that administrators and those in educational leadership need to be justifiable. Just a few have explored the effect of COVID-19 on the education system and how online learning are conducted during MCO and using Smart PLS is a novel concept and it is a research of its kind from first hand.

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Understanding Learners' Satisfaction in Blended Learning among Undergraduate Students in Malaysia

Cited by 5 publications

References 0 publications

Evaluating the satisfaction of hybrid learning among undergraduate health science students

Evaluating the satisfaction of hybrid learning among undergraduate health science students

Online Learning Engagement Factors of Undergraduate Students’ Learning Outcomes

Impact of Pandemic COVID-19 to the Online Learning: Case of Higher Education Institution in Malaysia

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