ABSTRACT

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.

摘要

高等教育机构越来越多地寻求采用新方法来提高教育质量、增强学生参与度和管理知识资源。技术发展对教育产生重大影响，以技术为媒介的学习正在稳步推进，教育机构正在实施混合学习。本文重点关注引入混合课程所带来的学生满意度，该课程在大学校园内的“管理”课程中实施。特别是，我们调查了影响其自我效能的学习管理系统 (LMS) 因素及其对学生满意度的影响。结果表明，LMS 自我效能感正向影响学生对教育的满意度。此外，我们识别系统的内容、系统的可访问性、