Dissertation/Thesis Abstract

An examination of student satisfaction in blended learning environments: A mixed methods study
by Roff, Kimberly, M.A., State University of New York Empire State College, 2017, 69; 10258051
Abstract (Summary)

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.

Indexing (document details)
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
Subjects: Educational technology
Keywords: Alternative learning, Blended learning, Online learning, Student dissatisfaction, Student satisfaction
Publication Number: 10258051
ISBN: 978-1-369-66496-6
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