ISSN: 2226-6348
Open access
The spread of Covid19 has forced global education institutions to switch to e-learning despite its challenges. At Universiti Teknologi MARA (UiTM) Shah Alam Malaysia, the undergraduate students are exposed to hybrid learning, which is a combination of both traditional classroom and online learning. For this study, we aimed to evaluate the undergraduate learning satisfaction which will measure the learner’s attitude towards hybrid learning experiences. The research aimed to identify the relationship between factors affecting learner satisfaction among 70 UiTM Shah Alam computing undergraduate students about hybrid learning and further identify the effect of gender differences on learner satisfaction. Two factors were measured which are the hybrid learning process and the organization of the hybrid learning delivery system. The data was collected among the undergraduate students who had two semesters of experience with hybrid learning and a correlation coefficient test was performed. The results indicated positive hybrid learning experiences among undergraduate students and male students are highly satisfied with a hybrid learning experience. Future work indicated evaluating a larger sampling from various faculties for more holistic perspectives. In addition, future studies could also investigate the educator’s perspective on the hybrid teaching and learning processes for better future implementation.
Almarashdeh, I. (2016). Sharing instructors experience of learning management system: A technology perspective of user satisfaction in distance learning course. Computers in Human Behavior, 63, 249-255.
Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. J. Educ. E-Learn. Res. 7, 285–292. doi: 10.20448/journal.509.2020.73.285.292
Basuony, M. A., EmadEldeen, R., Farghaly, M., El-Bassiouny, N., and Mohamed, E. K. (2020). The factors affecting student satisfaction with online education during the COVID-19 pandemic: an empirical study of an emerging Muslim country. Journal of Islamic Marketing.
Benson, R., and Samarawickrema, G. (2009). Addressing the context of e-learning: using transactional distance theory to inform design. Distance Educ. 30, 5–21. doi: 10.1080/01587910902845972
Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies
and academic performance. The Internet and Higher Education, 33, 24-32.
Francescucci, A., and Rohani, L. (2019). Exclusively synchronous online (VIRI) learning: The impact on student performance and engagement outcomes. Journal of marketing Education, 41(1), 60-69. https://doi.org/10.1177/0273475318818864
Gebhardt, E., Thomson, S., Ainley, J., and Hillman, K. (2019). Introduction to gender differences in computer and information literacy. Gender differences in computer and information literacy, 1-12.
Ghazal, S., Aldowah, H., and Umar, I. (2017). Critical factors to learning management system acceptance and satisfaction in a blended learning environment. In International Conference of Reliable Information and Communication Technology (pp. 688-698). Springer.
Gopal, R., Singh, V., and Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Educ. Inf. Technol., 1–25. doi: 10.1007/s10639-021-10523-1
Gulnaz, F., Althomali, A. D. A., and Alzeer, D. H. (2020). An investigation of the perceptions and experiences of the EFL teachers and learners about the effectiveness of blended learning at Taif University. International Journal of English Linguistics, 10(1), 329?344. https://doi.org/10.5539/ijel.v10n1p329
Haddad, F. S. (2018). Examining the effect of learning management system quality and perceived usefulness on student’s satisfaction. Journal of Theoretical and Applied Information Technology, 96(23).
Hew, K. F., Hu, X., Qiao, C., and Tang, Y. (2020). What predicts student satisfaction with MOOCs: A gradient boosting trees supervised machine learning and sentiment analysis approach. Computer Educ. 145:103724. doi: 10.1016/j.compedu.2019.103724
Jiang, H., Islam, A. Y. M. A., Gu, X., and Spector, J. M. (2021). Online learning satisfaction in higher education during the COVID-19 pandemic: A regional comparison between eastern and Western Chinese universities. Educ. Inf. Technol., 1–23. doi: 10.1007/s10639-021-10519-x
Li, K. (2019). MOOC learners’ demographics, self-regulated learning strategy, perceived learning, and satisfaction: A structural equation modelling approach. Computers & Education, 132, 16-30
Neuwirth, L. S., Jovic, S., & Mukherji, B. R. (2021). Reimagining higher education during and post-COVID-19: Challenges and opportunities. Journal of Adult and Continuing Education, 27(2), 141–156. https://doi.org/10.1177/1477971420947738
Ma, L., and Lee, C. S. (2021). Evaluating the effectiveness of blended learning using the ARCS model. Journal of Computer Assisted Learning, 37(5), 1397-1408.
Ms, P., and Toro, U. (2013). A review of literature on knowledge management using ICT. Higher Education., 4(1), 62–67.
Neuwirth, L. S., Jovic, S., and Mukherji, B. R. (2021). Reimagining higher education during and post-COVID-19: Challenges and opportunities. Journal of Adult and Continuing Education, 27(2), 141-156.
Parahoo, Sanjai, Santally, M., Rajabalee, Yousra and Harvey, Heather. (2015). Designing a predictive model of student satisfaction in online learning. Journal of Marketing for HIGHER EDUCATION. 1-19. 10.1080/08841241.2015.1083511.
Rabin, E., Kalman, Y. M., and Kalz, M. (2019). An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs. Int. J. Educ. Technol. High. Educ. 16, 1–20. doi: 10.1186/s41239-019-0144-3
Radha, R., Mahalakshmi, K., Sathish, V., and Saravanakumar, A. R. (2020). E-learning during lockdown of Covid-19 pandemic: A Global Perspective. International Journal of Control and Automation, 13(4), 1088–1099.
She, L., Ma, L., Jan, A., Nia, S. H., and Rahmatpour, P. (2021). Online Learning Satisfaction During COVID-19 Pandemic Among Chinese University Students: The Serial Mediation Model. Front Psychol. 2021 Oct 5;12:743936. doi: 10.3389/fpsyg.2021.743936. PMID: 34675851; PMCID: PM8524086.
Stubb, J., Pyhalto, K., and Lonka, K. (2011). Balancing between inspiration and exhaustion: PhD students' experienced sociopsychological well-being. Studies in Continuing Education, 33(1), 33-50.
http://dx.doi.org/10.1080/0158037X.2010.515572
Yekefallah, L., Namdar, P., Panahi, R., and Dehghankar, L. (2021). Factors related to students' satisfaction with holding e-learning during the Covid-19 pandemic based on the dimensions of e-learning. Heliyon, 7(7), e07628.
In-Text Citation: (Ibrahim & Suhaimi, 2022)
To Cite this Article: Ibrahim, E. N. M., & Suhaimi, A. A. (2022). Preliminary Investigation of Undergraduate Learner’s Satisfaction towards Hybrid Learning. International Journal of Academic Research in Progressive Education and Development, 11(3), 1727–1739.
Copyright: © 2022 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode