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Perceived Learning and Satisfaction in a Blended Teacher Education Program: An Experience of Malaysian Teacher Trainees

Year 2013, Volume: 4 Issue: 3, 197 - 211, 01.09.2013

Abstract

Blended learning, as a new approach to education, is rapidly being adopted by educational institutions for the purpose of teacher education or teacher training. This study reports the results of a survey exploring the relationships between perceived learning and satisfaction in a blended teacher education program among three different groups of specialization at the Institute of Education, International Islamic University Malaysia (IIUM). This study was mainly exploratory in nature, employing specifically the quantitative research method, utilizing cross-sectional survey as the method of data collection. The respondents consisted of 170 teacher trainees who were randomly selected through quota sampling. The instrument used to collect data was a modified questionnaire that measured the respondents’ perception of learning and satisfaction in the blended teacher education program. The respondents reported high levels of perceived learning and satisfaction toward the blended teacher education program. The results showed positive and moderate correlation between perceived learning and satisfaction, while there was no statistically significant difference among all groups of teacher trainees’ perception of learning and satisfaction.

References

  • Abdul Razak, Z. & Sanmugam, S. (2010). Teacher trainees’ attitude and motivation towards using the Internet as resource for ESL classroom (Unpublished manuscript). Retrieved on 3 July 2012 from http://eprints. utm.my/11176/1/Teacher_Trainees%E2%80%99_Attitude_And_ Motivation_Towards_Using.pdf
  • Ajayi, L. (2009). An exploration of pre-service teachers’ perceptions of learning to teach while using asynchronous discussion board. Educational Technology & Society, 12(2), 86-100.
  • Akkoyunlu, B. & Soylu, M. Y. (2008). A study of student’s perceptions in a blended learning environment based on different learning styles. Educational Technology & Society, 11(1), 183-193.
  • Alavi, M., Marakas, G. M., & Yoo, Y. (2002). A comparative study of distributed learning environments on learning outcomes. Information Systems Research, 13(4), 404-415.
  • Alebaikan, R. & Troudi, S. (2010). Blended learning in Saudi universities: Challenges and perspectives. Research in Learning Technology, 18(1), 49-59.
  • Allen, I. E. & Seaman, J. (2006). Making the grade: Online education in the United States. Needham, MA: The Sloan Consortium.
  • Allen, I. E. & Seaman, J. (2011). Going the distance: Online education in the USA 2011. Wellesley MA: Babson Survey Research Group.
  • Almacen, B. (2010). Teacher training program: The Malaysian perspective. Retrieved on 3 July 2012 from http://independent.academia.edu/DrBayaniAlmacen/Books/408843/Teacher_ Training_Program_The_Malaysian_Perspective
  • Altun, A., Gulbahar, Y., & Madran, O. R. (2008). Use of a content management system for blended learning: Perceptions of pre-service teachers. Turkish Online Journal of Distance Education, 9(4). Retrieved on 3 July 2012 from http://tojde.anadolu.edu.tr/tojde32/index.htm
  • Arbaugh, J. B. (2001). How instructor immediacy behaviors affect student satisfaction and learning in web-based courses. Business Communication Quarterly, 64(4), 42-54.
  • Arbaugh, J. B. & Rau, B. L. (2007). A study of disciplinary, structural, and behavioral effects on course outcomes in online MBA courses. Decision Sciences Journal of Innovative Education, 5(1), 65-95.
  • Azizan, F. Z. (2010). Blended Learning in Higher Education Institution in Malaysia. Paper presented at the Proceedings of Regional Conference on Knowledge Integration in ICT(pp. 454-466). Kolej Universiti Islam Antarabangsa Selangor (KUIS). Malaysia.
  • Balci, M. & Soran, H. (2009). Students ‘ opinions on blended learning. Turkish Online Journal of Distance Education, 10(1), 21-35.
  • Bonk, C. J., Kim, K. J., & Zeng, T. (2006). Future directions of blended learning in higher education and workplace learning settings. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs. San Francisco: Pfeiffer.
  • Chamberlin, S. A. & Moon, S. M. (2005). Model-eliciting activities as a tool to develop and identify creatively gifted mathematicians. Prufrock Journal, 17(1), 37-47.
  • Chang, V. & Fisher, D. L. (2003). The validation and application of a new learning environment instrument for online learning in higher education. In M. S. Khine & D. L. Fisher (Eds.), Technology-rich learning environments: A future perspective (pp. 1-20). Singapore: World Scientific Publishing.
  • Chew, E. (2009). A blended learning model in higher education: A comparative study of blended learning in UK and Malaysia (Unpublished doctoral dissertation). University of Glamorgan.
  • Collopy, R. M. & Arnold, J. M. (2009). To blend or not to blend: online and blended learningenvironments in undergraduate teacher education. Issues in Teacher Education, 18(2), 85-101.
  • de Liaño, B. G. G., León, O. G., & Pascual-Ezama, D. (2012). Research participation Improves student's exam performance. The Spanish Journal of Psychology, 15(2), 544-550.
  • Deperlioglu, O. & Kose, U. (2010). The effectiveness and experiences of blended learning approaches to computer programming education. Computer Applications in Engineering Education, 19(1), 1-15.
  • Dziuban, C., Hartman, J., Moskal, P., Sorg, S., & Truman, B. (2004). Three ALN modalities: An institutional perspective. In J. Bourne & J. C. Moore (Eds.), Elements of quality online education: Into the mainstream (Vol. 5, pp. 127–148)). Needham: Sloan-Consortium.
  • Institute of Education. (2011). Blended learning in International Islamic University Malaysia (Unpublished manuscript). International Islamic University Malaysia.
  • Eklund, J., Kay, M., & Lynch, H. M. (2003). e-learning: Emerging issues and key trends-A discussion paper. Australian National Training Authority (ANTA).
  • EL-Deghaidy, H. & Nouby, A. (2008). Effectiveness of a blended e-learning cooperative approach in anEgyptian teacher education program. Computers & Education, 51(3), 988-1006.
  • Embi, M. A. (2011). e-Learning in Malaysian institutions of higher learning: Status, trends and challenges. Paper presented at the International Lifelong Learning Conference (ICLLL 2011), Kuala Lumpur, Malaysia.
  • Ewell, P. T., Lovell, C. D., Dressler, P., & Jones, D. P. (1994). A preliminary study of the feasibility and utility for national policy of instructional “good practice” indicators in undergraduate education. Washington, DC: U.S. Government Printing Office.
  • Garrison, D. R. & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105.
  • Garrison, D. R. & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco: John Wiley & Sons.
  • Godambe, D., Picciano, A. G., Schroeder, R., & Schweber, C. (2004). Faculty Perspective. Paper presented at the Sloan-C Workshop on Blended Learning. Chicago, IL.
  • Gómez, J., & Igado, M. (2008). Blended Learning: The Key to Success in a Training Company. International Journal of Instructional Technology and Distance Learning, 5(8). Retrieved on 3 July 2012 from http://www.itdl.org/Journal/Aug_08/index.htm
  • Harding, A., Kaczynski, D., & Wood, L. (2005). Evaluation of blended learning: Analysis of qualitative data. Paper presented at the Uniserve Science Blended Learning Symposium (pp- 56-61). The University of Sydney.
  • Hassan, A., Hashim, J., & Ismail, A. Z. H. (2006). Human resource development practices as determinant of HRD climate and quality orientation. Journal of European Industrial Training, 30(1), 4-18.
  • Hong, L. (2008). Blending online components into traditional instruction in pre-service teacher education: The good, the bad, and the ugly. International Journal for the Scholarship of Teaching and Learning, 2(2) 1-14.
  • Hotcourseabroad. (2012). 17 universities and colleges in Malaysia offer teacher training courses, Retrieved on 3 July 2012 from http://www.hotcoursesabroad.com/study/training- degrees/malaysia/teacher-training-courses/loc/114/cgory/o3-3/sin/ct/programs.html
  • Jusoff, K., & Khodabandelou, R. (2009). Preliminary study on the role of social presence in blended learning environment in higher education. International Education Studies, 2(4), 79-86.
  • Lewis, J. (2011). The computer ate my classroom: Assessing student interactions, perceived learning, and satisfaction in online community college career technical education courses (Unpublished doctoral dissertation). The University of Southern Mississippi, ProQuest LLC.
  • Lim, D. H., Morris, M. L., & Kupritz, V. W. (2006, February). Online vs. blended learning: Differences in instructional outcomes and learner satisfaction. Paper presented at the Academy of Human Resource Development International Conference (AHRD). Columbus, OH.
  • Lock, J. (2006). New image: online communities to facilitate teacher professional development. Journal ofTechnology and Teacher Education, 14(4), 663-678.
  • Mackey, T. P. & Ho, J. (2008). Exploring the relationships between Web usability and students’ perceived learning in Web-based multimedia (WBMM) tutorials. Computers & Education, 50(1), 386-409.
  • Martinez-Caro, E. & Campuzano-Bolarin, F. (2011). Factors affecting students’ satisfaction in engineering disciplines: traditional vs. blended approaches. European Journal of Engineering Education, 36(5), 473-483.
  • Means, B., Toyama, Y., R, M., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online-learning studies. Washington, DC: U.S. Department of Education.
  • Mohamad, M. (2003). Globalisation and the new realities. Subang Jaya, Malaysia: Pelanduk.
  • Mohamad, M. M., Saud, M. S., & Ahmad, A. (2011). The need in training and retraining for TVET teachers in Malaysia. Journal of Technical Education and Training, 1(1), 51-57.
  • Munson, C. E. (2010). Assessment of the efficacy of blended learning in an introductory pharmacy class. Ph.D. 3408047, University of Kansas, United States. Retrieved on 3 July, 2012 from http://search.proquest.com/docview/577644575?accountid=27932 ProQuest Dissertations & Theses (PQDT) database.
  • Naaj, M. A., Nachouki, M., & Ankit, A. (2012). Evaluating Student Satisfaction with Blended Learning in a Gender-Segregated Environment. Journal of Information Technology Education: Research, 11(1), 185-200.
  • Nyachae, J. N. (2011). The effect of social presence on students' perceived learning and satisfaction in online courses (Ph.D. thesis). West Virginia University. ProQuest Dissertations & Theses (PQDT) database.
  • Puteh, M. & Hussin, S. (2007). The role of Malaysian government it policies & e-learning in the tertiary sector. Paper presented at the National E-Community Seminar on Bridging the Digital Divide: Malaysia’s Initiative. Kuala Lumpur, Malaysia.
  • Richardson, J. C. & Swan, K. (2003). Examing social presence in online courses in relation to students' perceived learning and satisfaction. Journal of Asynchronous Learning Networks, , 7(1), 68-88.
  • Rooney, J. E. (2003). Blending learning opportunities to enhance educational programming and meetings. Association Management, 55(5), 26-32.
  • Rovai, A. P., Wighting, M. J., Baker, J. D., & Grooms, L. D. (2009). Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings. The Internet and Higher Education, 12(1), 7-13.
  • Schlager, M., Fusco, J., & Schank, P. (2002). Evolution of an online education community of practice. In K. A. Renninger & W. Shumar (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 129-158). New York: Cambridge University Press.
  • Sharpe, R., Benfield, G., Roberts, G., & Francis, R. (2006). The undergraduate experience of blended e-learning: A review of UK literature and practice, Retrieved on 1 June 2012 from http:// www.heacademy.ac.uk/projects/detail/lr_2006_sharpe
  • Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in Web-based online learning environment. Journal of Interactive Online Learning, 8(2), 102-120.
  • Siew-Eng, L., Ariffin, S. R. B., & Rahman, S. B. (2010). Diversity in education using blended learning in Sarawak. US-China Education Review, 7(2), 83-88.
  • So, H. J. (2006). Examining the relationships among collaborative learning, social presence and satisfaction in a distance learning environment (Unpublished doctoral dissertation). Indiana University, Indiana.
  • So, H. J. & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318-336.
  • Sorden, S. (2011). Relationships among collaborative learning, social presence and student satisfaction in a blended learning environment. ProQuest. (UMI Number: 3490523)
  • Tabachnick, B. G. & Fidell, L. S. (2007). Experimental designs using ANOVA. Belmont, CA: Thomson.
  • Top, E. (2012). Blogging as a social medium in undergraduate courses: Sense of community best predictor of perceived learning. The Internet and Higher Education, 15(1), 24-28.
  • Unit, E. I. (2008). The future of higher education: How technology will shape learning. Retrieved 26 June, 2012 from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb =true&_&ERICExtSearch_SearchValue_0=ED505103&ERICExtSearch_SearchType_0=no&acc no=ED505103
  • Voos, R. (2003). Blended learning-whatisitand where mightittake us? Sloan-C View, 2(1), 2-5.
  • Wells, M. I. & Dellinger, A. B. (2011). The effect of type of learning environment on perceived learning among graduate nursing students. Nursing Education Perspectives, 32(6), 406-410.
  • Wingard, R. G. (2004). Classroom teaching changes in web-enhanced courses: A multi-institutional study. Educause Quarterly, 27(1), 26-35.
  • Yilmaz, M. B. & Orhan, F. (2010). Pre-service English teachers in blended learning environment in respect to their learning approaches. The Turkish Online Journal of Educational Technology, 9(1), 157-164.
  • Correspondence: Leila Karimi, Institute of Education, International Islamic University Malaysia,
  • Jalan Gombak, Selayang, Selangor, Malaysia
Year 2013, Volume: 4 Issue: 3, 197 - 211, 01.09.2013

Abstract

References

  • Abdul Razak, Z. & Sanmugam, S. (2010). Teacher trainees’ attitude and motivation towards using the Internet as resource for ESL classroom (Unpublished manuscript). Retrieved on 3 July 2012 from http://eprints. utm.my/11176/1/Teacher_Trainees%E2%80%99_Attitude_And_ Motivation_Towards_Using.pdf
  • Ajayi, L. (2009). An exploration of pre-service teachers’ perceptions of learning to teach while using asynchronous discussion board. Educational Technology & Society, 12(2), 86-100.
  • Akkoyunlu, B. & Soylu, M. Y. (2008). A study of student’s perceptions in a blended learning environment based on different learning styles. Educational Technology & Society, 11(1), 183-193.
  • Alavi, M., Marakas, G. M., & Yoo, Y. (2002). A comparative study of distributed learning environments on learning outcomes. Information Systems Research, 13(4), 404-415.
  • Alebaikan, R. & Troudi, S. (2010). Blended learning in Saudi universities: Challenges and perspectives. Research in Learning Technology, 18(1), 49-59.
  • Allen, I. E. & Seaman, J. (2006). Making the grade: Online education in the United States. Needham, MA: The Sloan Consortium.
  • Allen, I. E. & Seaman, J. (2011). Going the distance: Online education in the USA 2011. Wellesley MA: Babson Survey Research Group.
  • Almacen, B. (2010). Teacher training program: The Malaysian perspective. Retrieved on 3 July 2012 from http://independent.academia.edu/DrBayaniAlmacen/Books/408843/Teacher_ Training_Program_The_Malaysian_Perspective
  • Altun, A., Gulbahar, Y., & Madran, O. R. (2008). Use of a content management system for blended learning: Perceptions of pre-service teachers. Turkish Online Journal of Distance Education, 9(4). Retrieved on 3 July 2012 from http://tojde.anadolu.edu.tr/tojde32/index.htm
  • Arbaugh, J. B. (2001). How instructor immediacy behaviors affect student satisfaction and learning in web-based courses. Business Communication Quarterly, 64(4), 42-54.
  • Arbaugh, J. B. & Rau, B. L. (2007). A study of disciplinary, structural, and behavioral effects on course outcomes in online MBA courses. Decision Sciences Journal of Innovative Education, 5(1), 65-95.
  • Azizan, F. Z. (2010). Blended Learning in Higher Education Institution in Malaysia. Paper presented at the Proceedings of Regional Conference on Knowledge Integration in ICT(pp. 454-466). Kolej Universiti Islam Antarabangsa Selangor (KUIS). Malaysia.
  • Balci, M. & Soran, H. (2009). Students ‘ opinions on blended learning. Turkish Online Journal of Distance Education, 10(1), 21-35.
  • Bonk, C. J., Kim, K. J., & Zeng, T. (2006). Future directions of blended learning in higher education and workplace learning settings. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs. San Francisco: Pfeiffer.
  • Chamberlin, S. A. & Moon, S. M. (2005). Model-eliciting activities as a tool to develop and identify creatively gifted mathematicians. Prufrock Journal, 17(1), 37-47.
  • Chang, V. & Fisher, D. L. (2003). The validation and application of a new learning environment instrument for online learning in higher education. In M. S. Khine & D. L. Fisher (Eds.), Technology-rich learning environments: A future perspective (pp. 1-20). Singapore: World Scientific Publishing.
  • Chew, E. (2009). A blended learning model in higher education: A comparative study of blended learning in UK and Malaysia (Unpublished doctoral dissertation). University of Glamorgan.
  • Collopy, R. M. & Arnold, J. M. (2009). To blend or not to blend: online and blended learningenvironments in undergraduate teacher education. Issues in Teacher Education, 18(2), 85-101.
  • de Liaño, B. G. G., León, O. G., & Pascual-Ezama, D. (2012). Research participation Improves student's exam performance. The Spanish Journal of Psychology, 15(2), 544-550.
  • Deperlioglu, O. & Kose, U. (2010). The effectiveness and experiences of blended learning approaches to computer programming education. Computer Applications in Engineering Education, 19(1), 1-15.
  • Dziuban, C., Hartman, J., Moskal, P., Sorg, S., & Truman, B. (2004). Three ALN modalities: An institutional perspective. In J. Bourne & J. C. Moore (Eds.), Elements of quality online education: Into the mainstream (Vol. 5, pp. 127–148)). Needham: Sloan-Consortium.
  • Institute of Education. (2011). Blended learning in International Islamic University Malaysia (Unpublished manuscript). International Islamic University Malaysia.
  • Eklund, J., Kay, M., & Lynch, H. M. (2003). e-learning: Emerging issues and key trends-A discussion paper. Australian National Training Authority (ANTA).
  • EL-Deghaidy, H. & Nouby, A. (2008). Effectiveness of a blended e-learning cooperative approach in anEgyptian teacher education program. Computers & Education, 51(3), 988-1006.
  • Embi, M. A. (2011). e-Learning in Malaysian institutions of higher learning: Status, trends and challenges. Paper presented at the International Lifelong Learning Conference (ICLLL 2011), Kuala Lumpur, Malaysia.
  • Ewell, P. T., Lovell, C. D., Dressler, P., & Jones, D. P. (1994). A preliminary study of the feasibility and utility for national policy of instructional “good practice” indicators in undergraduate education. Washington, DC: U.S. Government Printing Office.
  • Garrison, D. R. & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105.
  • Garrison, D. R. & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco: John Wiley & Sons.
  • Godambe, D., Picciano, A. G., Schroeder, R., & Schweber, C. (2004). Faculty Perspective. Paper presented at the Sloan-C Workshop on Blended Learning. Chicago, IL.
  • Gómez, J., & Igado, M. (2008). Blended Learning: The Key to Success in a Training Company. International Journal of Instructional Technology and Distance Learning, 5(8). Retrieved on 3 July 2012 from http://www.itdl.org/Journal/Aug_08/index.htm
  • Harding, A., Kaczynski, D., & Wood, L. (2005). Evaluation of blended learning: Analysis of qualitative data. Paper presented at the Uniserve Science Blended Learning Symposium (pp- 56-61). The University of Sydney.
  • Hassan, A., Hashim, J., & Ismail, A. Z. H. (2006). Human resource development practices as determinant of HRD climate and quality orientation. Journal of European Industrial Training, 30(1), 4-18.
  • Hong, L. (2008). Blending online components into traditional instruction in pre-service teacher education: The good, the bad, and the ugly. International Journal for the Scholarship of Teaching and Learning, 2(2) 1-14.
  • Hotcourseabroad. (2012). 17 universities and colleges in Malaysia offer teacher training courses, Retrieved on 3 July 2012 from http://www.hotcoursesabroad.com/study/training- degrees/malaysia/teacher-training-courses/loc/114/cgory/o3-3/sin/ct/programs.html
  • Jusoff, K., & Khodabandelou, R. (2009). Preliminary study on the role of social presence in blended learning environment in higher education. International Education Studies, 2(4), 79-86.
  • Lewis, J. (2011). The computer ate my classroom: Assessing student interactions, perceived learning, and satisfaction in online community college career technical education courses (Unpublished doctoral dissertation). The University of Southern Mississippi, ProQuest LLC.
  • Lim, D. H., Morris, M. L., & Kupritz, V. W. (2006, February). Online vs. blended learning: Differences in instructional outcomes and learner satisfaction. Paper presented at the Academy of Human Resource Development International Conference (AHRD). Columbus, OH.
  • Lock, J. (2006). New image: online communities to facilitate teacher professional development. Journal ofTechnology and Teacher Education, 14(4), 663-678.
  • Mackey, T. P. & Ho, J. (2008). Exploring the relationships between Web usability and students’ perceived learning in Web-based multimedia (WBMM) tutorials. Computers & Education, 50(1), 386-409.
  • Martinez-Caro, E. & Campuzano-Bolarin, F. (2011). Factors affecting students’ satisfaction in engineering disciplines: traditional vs. blended approaches. European Journal of Engineering Education, 36(5), 473-483.
  • Means, B., Toyama, Y., R, M., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online-learning studies. Washington, DC: U.S. Department of Education.
  • Mohamad, M. (2003). Globalisation and the new realities. Subang Jaya, Malaysia: Pelanduk.
  • Mohamad, M. M., Saud, M. S., & Ahmad, A. (2011). The need in training and retraining for TVET teachers in Malaysia. Journal of Technical Education and Training, 1(1), 51-57.
  • Munson, C. E. (2010). Assessment of the efficacy of blended learning in an introductory pharmacy class. Ph.D. 3408047, University of Kansas, United States. Retrieved on 3 July, 2012 from http://search.proquest.com/docview/577644575?accountid=27932 ProQuest Dissertations & Theses (PQDT) database.
  • Naaj, M. A., Nachouki, M., & Ankit, A. (2012). Evaluating Student Satisfaction with Blended Learning in a Gender-Segregated Environment. Journal of Information Technology Education: Research, 11(1), 185-200.
  • Nyachae, J. N. (2011). The effect of social presence on students' perceived learning and satisfaction in online courses (Ph.D. thesis). West Virginia University. ProQuest Dissertations & Theses (PQDT) database.
  • Puteh, M. & Hussin, S. (2007). The role of Malaysian government it policies & e-learning in the tertiary sector. Paper presented at the National E-Community Seminar on Bridging the Digital Divide: Malaysia’s Initiative. Kuala Lumpur, Malaysia.
  • Richardson, J. C. & Swan, K. (2003). Examing social presence in online courses in relation to students' perceived learning and satisfaction. Journal of Asynchronous Learning Networks, , 7(1), 68-88.
  • Rooney, J. E. (2003). Blending learning opportunities to enhance educational programming and meetings. Association Management, 55(5), 26-32.
  • Rovai, A. P., Wighting, M. J., Baker, J. D., & Grooms, L. D. (2009). Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings. The Internet and Higher Education, 12(1), 7-13.
  • Schlager, M., Fusco, J., & Schank, P. (2002). Evolution of an online education community of practice. In K. A. Renninger & W. Shumar (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 129-158). New York: Cambridge University Press.
  • Sharpe, R., Benfield, G., Roberts, G., & Francis, R. (2006). The undergraduate experience of blended e-learning: A review of UK literature and practice, Retrieved on 1 June 2012 from http:// www.heacademy.ac.uk/projects/detail/lr_2006_sharpe
  • Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in Web-based online learning environment. Journal of Interactive Online Learning, 8(2), 102-120.
  • Siew-Eng, L., Ariffin, S. R. B., & Rahman, S. B. (2010). Diversity in education using blended learning in Sarawak. US-China Education Review, 7(2), 83-88.
  • So, H. J. (2006). Examining the relationships among collaborative learning, social presence and satisfaction in a distance learning environment (Unpublished doctoral dissertation). Indiana University, Indiana.
  • So, H. J. & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318-336.
  • Sorden, S. (2011). Relationships among collaborative learning, social presence and student satisfaction in a blended learning environment. ProQuest. (UMI Number: 3490523)
  • Tabachnick, B. G. & Fidell, L. S. (2007). Experimental designs using ANOVA. Belmont, CA: Thomson.
  • Top, E. (2012). Blogging as a social medium in undergraduate courses: Sense of community best predictor of perceived learning. The Internet and Higher Education, 15(1), 24-28.
  • Unit, E. I. (2008). The future of higher education: How technology will shape learning. Retrieved 26 June, 2012 from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb =true&_&ERICExtSearch_SearchValue_0=ED505103&ERICExtSearch_SearchType_0=no&acc no=ED505103
  • Voos, R. (2003). Blended learning-whatisitand where mightittake us? Sloan-C View, 2(1), 2-5.
  • Wells, M. I. & Dellinger, A. B. (2011). The effect of type of learning environment on perceived learning among graduate nursing students. Nursing Education Perspectives, 32(6), 406-410.
  • Wingard, R. G. (2004). Classroom teaching changes in web-enhanced courses: A multi-institutional study. Educause Quarterly, 27(1), 26-35.
  • Yilmaz, M. B. & Orhan, F. (2010). Pre-service English teachers in blended learning environment in respect to their learning approaches. The Turkish Online Journal of Educational Technology, 9(1), 157-164.
  • Correspondence: Leila Karimi, Institute of Education, International Islamic University Malaysia,
  • Jalan Gombak, Selayang, Selangor, Malaysia
There are 66 citations in total.

Details

Other ID JA62ET45NM
Journal Section Articles
Authors

Leila Karimi This is me

Tunku Badariah Tunku Ahmad This is me

Publication Date September 1, 2013
Published in Issue Year 2013 Volume: 4 Issue: 3

Cite

APA Karimi, L., & Ahmad, T. B. T. (2013). Perceived Learning and Satisfaction in a Blended Teacher Education Program: An Experience of Malaysian Teacher Trainees. Contemporary Educational Technology, 4(3), 197-211.
AMA Karimi L, Ahmad TBT. Perceived Learning and Satisfaction in a Blended Teacher Education Program: An Experience of Malaysian Teacher Trainees. Contemporary Educational Technology. September 2013;4(3):197-211.
Chicago Karimi, Leila, and Tunku Badariah Tunku Ahmad. “Perceived Learning and Satisfaction in a Blended Teacher Education Program: An Experience of Malaysian Teacher Trainees”. Contemporary Educational Technology 4, no. 3 (September 2013): 197-211.
EndNote Karimi L, Ahmad TBT (September 1, 2013) Perceived Learning and Satisfaction in a Blended Teacher Education Program: An Experience of Malaysian Teacher Trainees. Contemporary Educational Technology 4 3 197–211.
IEEE L. Karimi and T. B. T. Ahmad, “Perceived Learning and Satisfaction in a Blended Teacher Education Program: An Experience of Malaysian Teacher Trainees”, Contemporary Educational Technology, vol. 4, no. 3, pp. 197–211, 2013.
ISNAD Karimi, Leila - Ahmad, Tunku Badariah Tunku. “Perceived Learning and Satisfaction in a Blended Teacher Education Program: An Experience of Malaysian Teacher Trainees”. Contemporary Educational Technology 4/3 (September 2013), 197-211.
JAMA Karimi L, Ahmad TBT. Perceived Learning and Satisfaction in a Blended Teacher Education Program: An Experience of Malaysian Teacher Trainees. Contemporary Educational Technology. 2013;4:197–211.
MLA Karimi, Leila and Tunku Badariah Tunku Ahmad. “Perceived Learning and Satisfaction in a Blended Teacher Education Program: An Experience of Malaysian Teacher Trainees”. Contemporary Educational Technology, vol. 4, no. 3, 2013, pp. 197-11.
Vancouver Karimi L, Ahmad TBT. Perceived Learning and Satisfaction in a Blended Teacher Education Program: An Experience of Malaysian Teacher Trainees. Contemporary Educational Technology. 2013;4(3):197-211.