Rajabalee Yousra Banoor, Santally Mohammad Issack
Mauritius Institute of Education, Moka, Mauritius.
University of Mauritius Reduit, Moka, Mauritius.
Educ Inf Technol (Dordr). 2021;26(3):2623-2656. doi: 10.1007/s10639-020-10375-1. Epub 2020 Nov 11.
There has been debates related to online and blended learning from a perspective of learner experiences in terms of student satisfaction, engagement and performances. In this paper, we analyze student feedback and report the findings of a study of the relationships between student satisfaction and their engagement in an online course with their overall performances. The module was offered online to 844 university students in the first year across different disciplines, namely Engineering, Science, Humanities, Management and Agriculture. It was assessed mainly through continuous assessments and was designed using a learning-by-doing pedagogical approach. The focus was on the acquisition of new skills and competencies, and their application in authentic mini projects throughout the module. Student feedback was coded and analyzed for 665 students both from a quantitative and qualitative perspective. The association between satisfaction and engagement was significant and positively correlated. Furthermore, there was a weak but positive significant correlation between satisfaction and engagement with their overall performances. Students were generally satisfied with the learning design philosophy, irrespective of their performance levels. Students, however, reported issues related to lack of tutor support and experiencing technical difficulties across groups. The findings raise implications for institutional e-learning policy making to improve student experiences. The factors that are important relate to the object of such policies, learning design models, student support and counseling, and learning analytics.
从学生满意度、参与度和表现等学习者体验的角度来看，关于在线学习和混合式学习一直存在争议。在本文中，我们分析了学生反馈，并报告了一项关于学生满意度及其在在线课程中的参与度与他们的整体表现之间关系的研究结果。该模块以在线方式提供给844名不同学科的大学一年级学生，这些学科包括工程学、科学、人文科学、管理学和农学。它主要通过持续评估进行考核，并采用边做边学的教学方法进行设计。重点在于新技能和能力的获取，以及它们在整个模块的真实小型项目中的应用。我们从定量和定性的角度对665名学生的反馈进行了编码和分析。满意度和参与度之间的关联显著且呈正相关。此外，满意度和参与度与他们的整体表现之间存在微弱但正向的显著相关性。无论成绩水平如何，学生们总体上对学习设计理念感到满意。然而，学生们报告了与缺乏导师支持以及各群体都遇到技术困难相关的问题。这些发现对机构制定电子学习政策以改善学生体验具有启示意义。重要的因素涉及此类政策的目标、学习设计模式、学生支持与辅导以及学习分析。
