Browsing by Author "Botha, Jeanette"

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    Student satisfaction with a blended learning approach: implementation evaluation of three Honours programmes in Education
    (Stellenbosch : Stellenbosch University, 2018-04) Botha, Jeanette; Fourie-Malherbe, M.; Strydom, S.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT : Stellenbosch University (SU) has embraced the use of information communication technology (ICT) to improve student access and engagement with the goal of promoting lifelong learning across physical and socio-economic boundaries. In particular, blended learning provides a model which marries the application of technologies with the benefits of a face-to-face classroom setting. Blended learning can create alternative learning opportunities to make education more accessible, improve productivity in teaching and, most importantly, enrich learning experiences. In 2013, the SU Faculty of Education (FOE) started to invest in blended learning by redesigning their Bachelor of Education (BEd) Hons programmes to create an innovative learning environment and improve student outcomes, while promoting flexibility for students and staff. However, the realisation of blended learning poses a number of important challenges which mirror those applicable to online education in the global academic community. In particular, there is a need to establish student satisfaction with blended learning compared to conventional teaching approaches as a critical aspect of curricular renewal and ongoing development. In this study, the effectiveness of implementing a blended learning approach as part of the BEd Hons programme renewal process was evaluated, based in part on assessment of student satisfaction. Towards this goal, an applied, mixed method study design was selected, which combined elements of quantitative and qualitative approaches. All students enrolled in the BEd Hons programmes in 2017 (N=109) formed the population for the study, where a webbased, electronic survey (Student Satisfaction Questionnaire) was conducted and completed by 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, eleven lecturers, one tutor and three professional and administrative staff members to highlight their perspectives of student satisfaction with the implementation of the programmes. The results show that there are factors that need improvement in order to achieve student satisfaction with blended learning such as to revisit ‘at-risk’ student support and to use standardised, straightforward and a user-friendlier online platform. Investment in the following 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 professional development among students and academic staff. Lastly, defining the rights, roles and responsibilities of students and staff.