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Permanent link (DOI): https://doi.org/10.7939/R3V98057C

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Exploring Undergraduate Students’ Perceptions of Teaching and Satisfaction in Blended Learning Open Access

Descriptions

Other title
Subject/Keyword
Blended Learning
Student Perceptions
Teaching
Satisfaction
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Dragon, Karon L.
Supervisor and department
Buck, George H. (Educational Psychology)
Examining committee member and department
Leighton, Jacqueline P. (Educational Psychology)
Doherty, Maryanne (Educational Psychology)
Cutumisu, Maria (Educational Psychology)
Rinaldi, Christina M. (Educational Psychology)
Buck, George H. (Educational Psychology)
Department
Department of Educational Psychology
Specialization
Psychological Studies in Education
Date accepted
2017-09-27T08:28:01Z
Graduation date
2017-11:Fall 2017
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
This study investigates the influence of teaching attributes on student satisfaction as perceived by university students enrolled in a blended learning course when the learning context is predominantly a campus-based experience. It merges theory from educational psychology and marketing research to explore the psychometric functioning of a new teaching quality scale, the Blended Learning Questionnaire (BLQ). Secondary data from 178 undergraduate, Faculty of Education students using the BLQ instrument was used to investigate their perceptions of the teaching delivered in both formats, face to face and online, of a blended learning course. Results of exploratory factor analysis indicated that student-focused methods of teaching feedback are possible to measure in the relatively new educational context of blended learning, and that several key aspects of that context – the clarity of goals, quality of teaching strategies, and appropriate assessment methods - are salient to students. A multiple regression analysis using the recovered teaching factors predicted a total of 58% of student course satisfaction, with teaching in the face to face format predicting the majority of satisfaction (49%). However, when students’ importance ratings about the teaching experience were considered in the analysis, less course satisfaction was explained. In borrowing from the service quality literature, the BLQ was used to capture the discrepancies between students’ perceptions of the teaching (P) and their relative importance to satisfaction (I). A multiple regression analysis of the gap scores (P – I) predicted 22% less course satisfaction than students’ perceptions approach alone, with the majority of satisfaction again predicted by teaching experienced in the face to face setting (36%). While the perceptions approach evidenced greater predictive power, the information gained by including importance weightings allowed for the identification of service gaps which provides greater diagnostic power for blended learning educators than a single perceptions measure. In this study, efforts were primarily identified as best spent on improvements in specific aspects of online teaching delivery. Identifying areas of teaching that have the highest performance gap scores (i.e., high importance score and low perception score) is a step towards identifying which teaching qualities, or combinations, are most influential to the student experience. These findings support a growing trend in higher education research that links quality teaching to measures of student satisfaction so as to gather evidence of the effectiveness of teaching practices and curriculum change. As there has been little systematic quantitative research to date that has addressed key aspects of teaching quality across online and face to face experiences, this study represents an early exploration of this gap and contribution to the blended learning literature.
Language
English
DOI
doi:10.7939/R3V98057C
Rights
This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for the purpose of private, scholarly or scientific research. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
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