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Investigating a Blended Learning Environment: Contribution of Attitude, Interaction, and Quality of Teaching to Satisfaction of Graduate Students of TEFL
The Asia-Pacific Education Researcher ( IF 2.561 ) Pub Date : 2020-08-26 , DOI: 10.1007/s40299-020-00531-z
Mahboubeh Taghizadeh , Fatemeh Hajhosseini

The level of learner satisfaction, according to Chen and Yao (J Educ Res 4(7):1667−1671, 2016), has a main role in measuring the effectiveness of blended learning, which is influenced by various factors. The purpose of this study was thus twofold: (a) to explore graduate students’ attitudes, interaction patterns, and satisfaction with blended learning technology and (b) to investigate the extent to which attitude, interaction, and quality of teaching contributed to satisfaction. The participants of this study were 140 graduate students of TEFL at the e-learning campus of Iran University of Science and Technology. The instruments were four types of questionnaire on learner satisfaction, attitude, interaction types, and quality of teaching. The results of quantitative and qualitative analysis revealed learners' positive attitudes towards blended learning technology. The instructor was also successful in teaching theoretical and practical concepts of TEFL, guiding online discussion through giving constructive feedback, and motivating learners to do more online learning. Learner–-instructor interaction was also found to be the most frequent type of interaction. The results of multiple regression analysis also revealed that contribution of quality of teaching to satisfaction was higher than that of interaction and attitude, implying the significance of training online teachers to enhance their knowledge, skills, and strategies required for online teaching.



中文翻译:

调查混合学习环境:态度、互动和教学质量对 TEFL 研究生满意度的贡献

根据 Chen 和 Yao 的说法(J Educ Res 4(7):1667−1671, 2016),学习者的满意度在衡量混合学习的有效性方面起主要作用,它受各种因素的影响。因此,本研究的目的有两个:(a)探索研究生对混合学习技术的态度、互动模式和满意度;(b)调查态度、互动和教学质量对满意度的影响程度。这项研究的参与者是伊朗科技大学电子学习校区的 140 名 TEFL 研究生。工具是关于学习者满意度、态度、互动类型和教学质量的四种类型的问卷。定量和定性分析的结果揭示了学习者的 对混合学习技术的积极态度。讲师还成功教授了 TEFL 的理论和实践概念,通过提供建设性反馈指导在线讨论,并激励学习者进行更多在线学习。学习者——教师互动也被发现是最频繁的互动类型。多元回归分析的结果还显示,教学质量对满意度的贡献高于互动和态度,暗示培训在线教师以提高他们在线教学所需的知识、技能和策略的重要性。并激励学习者进行更多在线学习。学习者——教师互动也被发现是最频繁的互动类型。多元回归分析的结果还显示,教学质量对满意度的贡献高于互动和态度,暗示培训在线教师以提高他们在线教学所需的知识、技能和策略的重要性。并激励学习者进行更多在线学习。学习者——教师互动也被发现是最频繁的互动类型。多元回归分析的结果还显示,教学质量对满意度的贡献高于互动和态度,暗示培训在线教师以提高他们在线教学所需的知识、技能和策略的重要性。

更新日期:2020-08-26
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