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STUDENT SATISFACTION AND ACHIEVEMENT WITH BLENDED LEARNING AT THE FIRST SAUDI ELECTRONIC UNIVERSITY

Alotebi, Hatem Raja
http://rave.ohiolink.edu/etdc/view?acc_num=csu1499974474998935

Abstract Details

2017, Doctor of Philosophy in Urban Education, Cleveland State University, College of Education and Human Services.
The aim of this study was to investigate whether components of the Community of Inquiry (CoI)—teaching presence, social presence, cognitive presence—as well as self- and co-regulated learning, significantly predicted student satisfaction and achievement at Saudi Electronic University (SEU). The CoI framework, commonly used in blended learning environments, was adapted as a theoretical structure to guide this research. The study utilized a quantitative approach using an online questionnaire to collect data from SEU undergraduate students. The data analysis included 430 valid responses, and the results of two separate multiple regression indicated that teaching presence, social presence, cognitive presence, and self-regulated learning were significant predictors of student satisfaction. However, co-regulated learning had no significant effect on student satisfaction. The developed model explained 48.2% of the variance in student satisfaction, and cognitive presence was the strongest predictor of student satisfaction. Furthermore, the results of the second multiple regression analysis revealed that only teaching presence and self-regulated learning significantly predicted student achievement. As far as social presence, cognitive presence, and co-regulated learning are concerned, they were not significant predictors of student achievement. The hypothesized model explained 8.5% of the variance in student achievement. The study also examined the effect of gender, age, and computer expertise on student satisfaction and achievement. The findings showed that gender had a significant effect on student satisfaction. Practical implications and recommendations for further research were discussed.
Marius Boboc, PhD (Committee Chair)
Xiongyi Liu, PhD (Committee Co-Chair)
Jeremy Genovese, PhD (Committee Member)
Ron Abate, PhD (Committee Member)
John Savery, PhD (Committee Member)
183 p.
Educational Technology
Community of Inquiry, Blended Learning, Student Satisfaction, Student Achievement

Recommended Citations

Citations

  • Alotebi, H. R. (2017). STUDENT SATISFACTION AND ACHIEVEMENT WITH BLENDED LEARNING AT THE FIRST SAUDI ELECTRONIC UNIVERSITY [Doctoral dissertation, Cleveland State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=csu1499974474998935

    APA Style (7th edition)

  • Alotebi, Hatem. STUDENT SATISFACTION AND ACHIEVEMENT WITH BLENDED LEARNING AT THE FIRST SAUDI ELECTRONIC UNIVERSITY . 2017. Cleveland State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=csu1499974474998935.

    MLA Style (8th edition)

  • Alotebi, Hatem. "STUDENT SATISFACTION AND ACHIEVEMENT WITH BLENDED LEARNING AT THE FIRST SAUDI ELECTRONIC UNIVERSITY ." Doctoral dissertation, Cleveland State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1499974474998935

    Chicago Manual of Style (17th edition)

csu1499974474998935
790
© 2017, some rights reserved.Creative Commons License STUDENT SATISFACTION AND ACHIEVEMENT WITH BLENDED LEARNING AT THE FIRST SAUDI ELECTRONIC UNIVERSITY by Hatem Raja Alotebi is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by Cleveland State University and OhioLINK.