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

Botha, Jeanette (2018-04)

Thesis (MPhil)--Stellenbosch University, 2019.

Thesis

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.

AFRIKAANSE OPSOMMING : Die Universiteit Stellenbosch (US) het die gebruik van inligting- en kommunikasietegnologie (IKT) aangewend om studentetoegang en -betrokkenheid te verbeter met die doel om lewenslange leer oor fisiese en sosio-ekonomiese grense te bevorder. In die besonder bied gemengde leer 'n model wat die toepassing van tegnologie met die voordele van 'n aangesigtot-aangesig-klaskamer kombineer. Die gemengde leer-modus kan alternatiewe leergeleenthede skep om onderwys meer toeganklik te maak, produktiwiteit in onderrig te verbeter en, selfs belangriker, leerervarings te verryk. In 2013 het die Universiteit Stellenbosch se Fakulteit Opvoedkunde begin om in gemengde leer te belê deur hul BEd Honneursprogramme te herontwerp om 'n innoverende leeromgewing te skep en studente-uitkomste te verbeter, terwyl buigsaamheid vir sowel studente as personeel tot voordeel strek. Die toepassing van gemengde leer het egter ‘n aantal belangrike uitdagings na vore gebring, wat sommige van die uitdagings van aanlynonderrig in die globale akademiese gemeenskap, weerspieël. In die besonder is daar 'n behoefte om studentetevredenheid met gemengde leer, in vergelyking met konvensionele onderrigbenaderings as 'n kritiese aspek van kurrikulêre vernuwing en deurlopende ontwikkeling, te verbeter. In hierdie studie is die effektiwiteit van die implementering van 'n gemengde leerbenadering as deel van die Hons BEd-programme se hernuwingsproses geëvalueer, wat gedeeltelik gebaseer is op die assessering van studentetevredenheid. Met hierdie doel voor oë is 'n toegepaste, gemengde-metode navorsingsontwerp gekies, wat elemente van kwantitatiewe en kwalitatiewe benaderings kombineer. Alle studente wat in 2017 vir die BEd Honsprogramme ingeskryf het (N=109), het die populasie vir die studie gevorm waar 'n webgebaseerde elektroniese vraelys (Studentevredenheidsvraelys) deur 'n totaal van 32 studente voltooi is. Die vraelys het bevrediging met leermateriaal, ondersteuning, interaksie, programinhoud, koppelvlak, assessering, toepassing en terugvoer gemeet. Gestruktureerde onderhoude is ook met twee programkoordineerders, elf dosente, een tutor en drie administratiewe personeellede gedoen om hul perspektiewe m.b.t. studentetevredenheid met die implementering van die programme uit te lig. Die resultate toon dat daar faktore is wat verbeter kan word ten einde studentetevredenheid met gemengde leer te behaal, soos om studente ondersteuning te hersien en om ‘n gestandaardiseerde, en gebruikersvriendelike aanlynplatform te gebruik. Belê in die volgende sleutelareas kan verder 'n suksesvolle volhoubare gemengde leerprogram bevorder. Eerstens, inligtingstegnologie-opleiding, toeganklikheid en hulp. Tweedens, die ontwikkeling van effektiewe gemengde leermateriaal. Derdens, deurlopende professionele ontwikkeling onder studente en akademiese personeel. Ten slotte, definieer die regte, rolle en verantwoordelikhede van studente en personeel.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/106131
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