| المستخلص: |
This study aimed at revealing the relationship between learner satisfaction and four interaction variables—student-content, student-instructor, student-student, and student technology—in online, blended, and traditional learning environments. The second objective was to determine whether or not a blended learning class would produce different results in terms of student overall achievement, attitudes toward the course and student satisfaction than traditional learning class or entirely online learning class and to what extent the learner preference for the environment would affect singly or in interaction with the learning environment on overall achievement, attitudes toward the course and satisfaction A Hundred fifty one (n=151) undergraduate male students from Al-Baha University in Saudi Arabia, between the ages of 18-21 years old, were randomly assigned into three learning environments: Face to Face environment, Online environment and Blended environment. Student preference for the instructional delivery format was considered; with each delivery format having a matched preference with format group and two other mismatched groups. For example, a blended group had one matched learners who chose the blended delivery format and studied the course in a blended manner; with the other two groups being studied the course in a manner mismatched their preferences. Before the study to begin, a pre- achievement test, a pre- attitude scale, and a learning environment preference questionnaire were conducted. At the end of the course, the post attitude scale, a post achievement test, and student satisfaction survey were administrated. Data collected from the groups were analyzed. The results of the regression analysis and MANOVA followed by Post hoc comparisons revealed several significant differences in achievement on the course and learner attitudes and satisfaction. Learning environment had a major effect on achievement, attitude, and satisfaction but learning preference alone showed no effect and its effect appeared when interacted with the learning environment. Online learners were less satisfied with their interactions with content, instructors, and other students than were traditional and blended learners, but more satisfied with technology. Technology orientation sessions and more interactive online programs, such as leading discussions, participating in a learning community, and receiving timely and detailed feedback, should be developed for quality interaction and satisfaction with instructors and learners in an online environment. The results of the study were discussed in terms of their implications for designing courses and learning. \
|
