ERIC Number: EJ1340608
Record Type: Journal
Publication Date: 2022
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0268-0513
EISSN: N/A
Self-Efficacy and Student Satisfaction in the Context of Blended Learning Courses
Open Learning, v37 n2 p111-125 2022
Higher education institutions are increasingly looking for the adoption of new ways to improve education quality, enhance student engagement, and manage knowledge resources. Technological developments have a significant impact on education, and technology-mediated learning is steadily progressing, with blended learning being implemented in education institutions. This article focuses on student satisfaction resulting from the introduction of a blended course, which was implemented in a 'Management' course, in university premises. In particular, we investigate Learning Management System (LMS) factors that affect its self-efficacy and the impact it has on student satisfaction. The results show that LMS self-efficacy positively impacts students' satisfaction with their education. Moreover, we identify the content of the system, system accessibility, and system components related to the enhancement of critical thinking, to be important determinants of LMS self-efficacy.
Descriptors: Student Attitudes, Self Efficacy, Integrated Learning Systems, Student Satisfaction, College Students, Blended Learning, Foreign Countries, Educational Technology, Technology Uses in Education, Critical Thinking
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Albania
Grant or Contract Numbers: N/A