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Blended to satisfaction: factors influencing student satisfaction in a language classroom
Er, Ann Nah1, Liaw, Shun Chone2, Lim, Teck Heng3, Rasaya Marimuthu4, Hoe, Foo Terng5.
Learning environments have to evolve in tandem with the ever changing
landscape of technology advancement. Face to face didactic in a formal
classroom setting is not enough to stimulate and motivate learning. Thus,
institutions of higher learning are investing in technology mediated learning
environments to cater to students born in the digital age. With this in mind, a
blended learning course was introduced to culinary students learning basic
French in a local university. This study uses a questionnaire as a tool to
investigate students’ level of satisfaction in a blended environment. The
research focuses on four independent variables: learner to content interaction
(LC), learner to instructor interaction (LI), learner to learner interaction (LL)
and learner to technology interaction (LT). The results suggest that students’
perceived satisfaction level has a carry over effect in their scholastic
performance and continuous persistent in developing their language skills.
Affiliation:
- Universiti Teknologi MARA, Malaysia
- Universiti Teknologi MARA, Malaysia
- Universiti Teknologi MARA, Malaysia
- Universiti Teknologi MARA, Malaysia
- Universiti Teknologi MARA, Malaysia
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