Blended learning in Undergraduate Education: The relationship between students’ perceived course interaction and their satisfaction

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dc.contributor.affiliation Maria Giannousi - Democritus University of Thrace
dc.contributor.affiliation Nicholas Vernadakis - Democritus University of Thrace
dc.contributor.affiliation Maria Michalopoulos - Democritus University of Thrace
dc.contributor.affiliation Eleni Zetou - Democritus University of Thrace
dc.contributor.affiliation Efthimis Kioumourtzoglou - Democritus University of Thrace
dc.contributor.author Giannousi, Maria
dc.contributor.author Vernadakis, Nicholas
dc.contributor.author Michalopoulos, Maria
dc.contributor.author Zetou, Eleni
dc.contributor.author Kioumourtzoglou, Efthimis
dc.date.accessioned 2020-07-30T22:23:15Z
dc.date.available 2020-07-30T22:23:15Z
dc.date.issued 2011
dc.identifier.uri http://hdl.handle.net/10125/69209
dc.title Blended learning in Undergraduate Education: The relationship between students’ perceived course interaction and their satisfaction
dc.type Conference Paper
dcterms.abstract New information and communication technologies (ICTs) have provided educators and learners with an innovative learning environment to generate new paths in the learning process. In this context, new educational concepts such as blended learning are being introduced. This style of learning is usually defined as the integration of traditional classroom methods with online activities. The purpose of this study was to examine the relationship between students’ perceived course interaction and their satisfaction in a blended learning environment in undergraduate education. Study participants consisted of thirty-one undergraduate students. Ten of the participants were male and twenty-one were female. The participants ranged in age from 18 to 21 years old. At the end of this study, students completed a questionnaire with three sections. The first section included the students’ demographic/personal data. The second section evaluated students’ perceived e-learner satisfaction from the blended learning course and the third, students’ perceived interaction with others. The corelational analyses identified a significant positive correlation between students’ perceived course interaction and their satisfaction.
dcterms.extent 8 pages
dcterms.rights Attribution-NonCommercial-NoDerivs 3.0 United States
dcterms.type Text
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