ERIC Number: EJ1044358
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 87
K-12 Teachers' Perceptions of and Their Satisfaction with Interaction Type in Blended Learning Environments
Kuo, Yu-Chun; Belland, Brian R.; Schroder, Kerstin E. E.; Walker, Andrew E.
Distance Education, v35 n3 p360-381 2014
Blended learning is an effective approach to instruction that combines features of face-to-face learning and computer-mediated learning. This study investigated the relationship between student perceptions of three types of interaction and blended learning course satisfaction. The participants included K-12 teachers enrolled in a graduate-level course. Results indicate that students (a) perceived interaction as important to their learning experiences and (b) were moderately satisfied in their blended learning course. The predictive model of student satisfaction including three types of interaction was reliable. Of the three types of interaction, learner-content interaction was the strongest predictor of student satisfaction when the course design involved a low amount of collaborative activities. Additionally, student personality was found to be a vital factor for interaction and satisfaction in this type of course design. Students who reported having an extroverted personality noted more interaction and a higher level of student satisfaction than those who self-reported as introverted.
Descriptors: Blended Learning, Interaction, Educational Technology, Satisfaction, Learner Engagement, Predictor Variables, Cooperative Learning, Personality Traits, Student Characteristics, Graduate Students, Attitude Measures, Surveys, Masters Programs, Asynchronous Communication, Synchronous Communication, Videoconferencing, Questionnaires, Statistical Analysis
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A