Researchers have studied blended learning environments, but few focused-on student satisfaction in these environments. This mixed methods study addresses this gap in literature by focusing on how student satisfaction is viewed in blended learning environments. The conceptual framework is based upon research that discusses both face-to-face and online environments, which make a key argument for blended learning. This framework is community and inquiry. In conjunction with this, the study relied on the multimodal model that examines different learning environments. A mixed methods study design was conducted using surveys. A sample of 20-25 students from blended undergraduate courses were used. Data was analyzed using open and axial coding in order to identify emergent themes. The main findings indicated that students were satisfied with blended learning environments because they are flexible and convenient. Some of the areas that participants indicated there was dissatisfaction were: nothing, disconnection, and technology.
|Advisor:||Benke, Meg, Whitley-Grassi, Nathan|
|School:||State University of New York Empire State College|
|Department:||Learning and Emerging Technologies|
|School Location:||United States -- New York|
|Source:||MAI 56/03M(E), Masters Abstracts International|
|Keywords:||Alternative learning, Blended learning, Online learning, Student dissatisfaction, Student satisfaction|
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