Student satisfaction with a blended learning approach: implementation evaluation of three Honours programmes in Education

[摘要] ENGLISH ABSTRACT : Stellenbosch University (SU) has embraced the use of information communicationtechnology (ICT) to improve student access and engagement with the goal of promotinglifelong learning across physical and socio-economic boundaries. In particular, blendedlearning provides a model which marries the application of technologies with the benefits ofa face-to-face classroom setting. Blended learning can create alternative learningopportunities to make education more accessible, improve productivity in teaching and, mostimportantly, enrich learning experiences.In 2013, the SU Faculty of Education (FOE) started to invest in blended learning byredesigning their Bachelor of Education (BEd) Hons programmes to create an innovativelearning environment and improve student outcomes, while promoting flexibility for studentsand staff. However, the realisation of blended learning poses a number of importantchallenges which mirror those applicable to online education in the global academiccommunity. In particular, there is a need to establish student satisfaction with blendedlearning compared to conventional teaching approaches as a critical aspect of curricularrenewal and ongoing development.In this study, the effectiveness of implementing a blended learning approach as part of theBEd Hons programme renewal process was evaluated, based in part on assessment of studentsatisfaction. Towards this goal, an applied, mixed method study design was selected, whichcombined elements of quantitative and qualitative approaches. All students enrolled in theBEd Hons programmes in 2017 (N=109) formed the population for the study, where a webbased, electronic survey (Student Satisfaction Questionnaire) was conducted and completedby a total of 32 students. The questionnaire measured satisfaction with learning material,support, interaction, programme content, interface, assessment, application and feedback.Structured interviews were also conducted with two programme coordinators, elevenlecturers, one tutor and three professional and administrative staff members to highlight theirperspectives of student satisfaction with the implementation of the programmes.The results show that there are factors that need improvement in order to achieve studentsatisfaction with blended learning such as to revisit 'at-risk' student support and to usestandardised, straightforward and a user-friendlier online platform. Investment in thefollowing key areas may further promote a successful sustainable blended learning programme. Firstly, information technology training, accessibility and assistance. Secondly,development of effective blended learning material. Thirdly, ongoing professionaldevelopment among students and academic staff. Lastly, defining the rights, roles andresponsibilities of students and staff.

[发布机构] Stellenbosch University