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A Case Study On Student Satisfaction For Graduates 
Of The German Language Teachers’ Blended Ma Program 
Of The Hellenic Open University, Classes Of 2012 And 2013

Year 2014, Volume: 15 Issue: 4, 48 - 74, 01.12.2014
https://doi.org/10.17718/tojde.79777

Abstract

This paper addresses the lack of research into satisfaction assessment of post-graduate students of the Blended Distance Learning Master’s Course for Teachers of German as a Foreign Language offered by the Hellenic Open University. Through the compilation of previous questionnaires implemented for other DL programs and newly defined research problems in one online survey tool, this paper seeks to pin-point the correlation of initial expectance and final assessment of the blended course. Survey results on a case study population show that, even though the overall program seems to be appreciated, there are vast sections of the blended program that do not completely fulfill the expectations of the students. Furthermore, a need for further investigation and cross-referencing with respective studies is pointed out.

References

  • Abu-Al-Aish, A., & Love, S. (2013). Factors Influencing Students ’ Acceptance of M
  • Learning : An Investigation in Higher Education. The International Review of Research in Open and Distance Learning, 14(5), 82–106. Adas, D., & Shmais, W. A. (2011). Students’ Perceptions Towards Blended Learning
  • Environment Using the OCC. An - Najah Univ. J. Res. (Humanities)., 25(6), 1681–1710.
  • Bergamin, P. B., Werlen, E., Siegenthaler, E., & Ziska, S. (2012). The Relationship between Flexible and Self-Regulated Learning in Open and Distance Universities. The International Review of Research in Open and Distance Learning, 13, 101–123.
  • Bird, J., & Morgan, C. (2003). Adults Contemplating University Study at a Distance:
  • Issues, themes and concerns. International Review of Research in Open and Distance Learning, 4(1), 1–11. Boone, H. N. J., & Boone, D. A. (2012). Analyzing Likert Data. Journal of Extension, 50(2), 30.
  • Brown, J. D. (2011). Likert items and scales of measurement? JALT Testing & Evaluation
  • SIG Newsletter, 15(March), 10–24. Clason, D., & Dormody, T. (1994). Analyzing data measured by individual Likert-type items. Journal of Agricultural Education, 35(4), 31–35.
  • Dahalan, N., Hasmawati, H., & Hanafi, A. (2012). Student Engagement in Online
  • Learning: Learners Attitude Toward E-Mentoring. Procedia - Social and Behavioral Sciences, 67(November 2011), 464–475.
  • Evans, J. R., & Mathur, A. (2005). The value of online surveys. Internet Research, 15(2), 195–219.
  • Frary, R. B. (1996). Hints for Designing Effective Questionnaires. Practical Assessment,
  • Research & Evaluation, 5(3), 1–5. Gadermann, A. M., Guhn, M., & Zumbo, B. D. (2012). Estimating ordinal reliability for
  • Likert-type and ordinal item response data : A conceptual , empirical , and practical guide. Practical Assessment, Research & Evaluation, 17(3). Giannousi, M., Vernadakis, N., Derri, V., Michalopoulos, M., & Kioumourtzoglou, E. (2009).
  • Students’ satisfaction from blended learning instruction. In TCC (pp. 61–68). Komotini, Greece: Department of Physical Education & Sport Science. Gibbs, G. (2010). Does assessment in open learning support students? Open Learning:
  • The Journal of Open and Distance Learning, 25(2), 163–166. Grosshans, W., & Chelimsky, E. (1993). Developing and Using Questionnaires. United
  • States General Accounting Office (GAO). Hitchcock, A., & Porter, K. (2004). The Likert Scale. Methodology, 7–10.
  • Islam, T. (2011). Cost-Effective, Equitable and Flexible Higher Education through Open and Distance Learning in Bangladesh. Turkish Online Journal of Distance Education, 12(2), 102–113.
  • Johnson, S. M., Smith, P. C., & Tucker, S. M. (1982). Response format of the Job
  • Descriptive Index: Assessment of reliability and validity by the multitrait-multimethod matrix. Journal of Applied Psychology. Johnston, J., Killion, J., & Oomen, J. (2005). Student Satisfaction in the Virtual
  • Classroom. The Internet Journal of Allied Health Sciences and Practice, 3(2). Joint Information Systems Committee (JISC). (2007). Effective Practice with e
  • Assessment. Information Systems Journal (pp. 1–52). Kim, S.-H. (2010). The Influence of Likert Scale Format on Response Result, Validity, and Reliability of Scale -Using Scales Measuring Economic Shopping Orientation-. Journal of the Korean Society of Clothing and Textiles, 34(6), 913–927.
  • Koustourakis, G., Panagiotakopoulos, C., & Vergidis, D. (2008). A Contribution to the Hellenic Open University : Evaluation of the pedagogical practices and the use of ICT on distance education. The International Review of Research in Open and Distance Learning, 2, 1–10.
  • Kovacic, Z. J. (2012). Predicting student success by mining enrolment data. Research in
  • Higher Education Journal, 15, 1–20. Marra, R., & Bogue, B. (2006a). A critical assessment of online survey tools. Proceedings of the 2006 WEPAN Conference, 1–11.
  • Marra, R., & Bogue, B. (2006b). A critical assessment of online survey tools. Proceedings of the 2006 WEPAN Conference, 1–11.
  • 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, 185–200. Nulty, D. D. (2008). The adequacy of response rates to online and paper surveys: what can be done? Assessment & Evaluation in Higher Education, 33(3), 301–314.
  • O’Mahony, M. P., & Smyth, B. (2007). A recommender system for on-line course enrolment: an initial study. Proceedings of the 2007 ACM Conference on Recommender Systems - RecSys ’07, 133.
  • Pierrakeas, C., Xenos, M., Panagiotakopoulos, C., & Vergidis, D. (2004). A Comparative
  • Study of Dropout Rates and Causes for Two Different Distance Education Courses. International Review of Research in Open and Distance Learning, 5(2). Rammstedt, B., & Krebs, D. (2007). Does Response Scale Format Affect the Answering of
  • Personality Scales? European Journal of Psychological Assessment, 23(1), 32–38. Rekkedal, T., & Dye, A. (2007). Mobile Distance Learning with PDAs : Development and testing of pedagogical and system solutions supporting mobile distance learning.
  • International Review of Research in Open and Distance Learning, 8(2), 1–21. Rockwell, G. (2003). What is Text Analysis, Really? Literary and Linguistic Computing, 18(2), 209–219.
  • Rumble, G. (1997). The costs and economics of open and distance learning. Open and distance learning series (p. 224).
  • Selm, M., & Jankowski, N. W. (2006). Conducting Online Surveys. Quality & Quantity, 40(3), 435–456.
  • Shen, L.-C. (2009). A study of student perceptions and their association with achievement in an e-learning environment. Dissertation Abstracts International A The Humanities and Social Sciences. ProQuest Information & Learning US.
  • Sinclaire, J. K. (n.d.). Student satisfaction with online learning: Lessons from organizational behavior. Research in Higher Education Journal. Tayebinik, M., & Puteh, M. (n.d.). Blended Learning or E-learning? Tselios, N., Daskalakis, S., & Papadopoulou, M. (2011). Assessing the Acceptance of a
  • Blended Learning University Course. Educational Technology & Society, 14(2), 224–235. Uebersax, J. S. (2006). Likert Scales : Dispelling the Confusion The Origin of Likert Scales.
  • Uebersax JS. Retrieved December 10, 2013, from http://john- uebersax.com/stat/likert.htm
  • Valasidou, A., & Bousiou-Makridou, D. (2006). Satisfying distance education students of the Hellenic Open University. E-Mentor, 2(14), 1–12.
  • Valentine, D. (2002). Distance Learning: Promises, Problems, and Possibilities. Online
  • Journal of Distance Learning Administration, 5, 1–7. Valkanos, E., Papavassiliou-Alexiou, I., & Fragoulis, I. (2009). A Study on Perceptions of
  • Open University Students about the Use of Effectiveness of Collaborative Teaching Methods during the Tutorial Group Meetings. Review of European Studies, 1(2), 22–33. Wilkinson, L. (1999). Guidelines and Explanations. Statistical Methods in Psychology Journals, 54(8), 594–604.
  • Wright, K. B. (2005). Researching Internet-Based Populations: Advantages and Disadvantages of Online Survey Research, Online Questionnaire Authoring Software
  • Packages, and Web Survey Services. Journal of Computer-Mediated Communication, 10, 0. Wu, J.-H., Hsia, T.-L., Liao, Y.-W., & Tennysonn, R. D. (n.d.). What determinates Student Learning Satisfaction on a Blended E-Learning System Environment? Retrieved January 02, 2013, from http://www.pacis-net.org/file/2008/PACIS2008_Camera-Ready_Paper_149.pdf
  • Zeppos, D. (2014). Structure and Typology of the Greek State Foreign Language Exam
  • System Marking Scheme for Oral Production. Turkish Journal of Education, (to be published). Αναστασιάδη, Μ. Χ., Ανδρουλάκης, Γ., Πατέλη, Μ., Σελλά, Ε., & Φραγκιαδάκης, Γ. (2011).
  • Οι απόφοιτοι του Προγράμματος ΓΑΛ σήμερα και η αξιοποίηση των σπουδών τους στο Ε.Α.Π. Research Papers in Language Teaching and Learning, 2(1), 29–45. Βηδενμάιερ, Δ., Τσόκογλου, Α., & Χρύσου, Μ. (2011). Το Μ.Π.Σ. Ειδίκευσης Καθηγητών
  • Γερμανικής Γλώσσας από την ίδρυσή του έως σήμερα: εμπειρίες και προτάσεις για το μέλλον. Research Papers in Language Teaching and Learning, 2(1), 46–53. Γρηγοράκη, Μ., Πολίτη, Α., & Τσολάκος, Π. (2014). Μάθηση μέσω φορητών συσκευών.
  • Μία εκπαιδευτική παρέμβαση κάτω από την Ακρόπολη για μαθητές Δ’ Δημοτικού. Νέος Παιδαγωγός, 2, 213–225. Καλούρη, Ο., & Αντωνόπουλος, Γ. (2011). Διπλωματικές εργασίες προγράμματος γαλλικής
  • ΕΑΠ : όψεις, δεδομένα, αξιολόγηση, προοπτικές. Research Papers in Language Teaching and Learning, 2(1), 122–126. Παπαευθυμίου-Λύτρα, Σ., & Σηφάκις, Ν. (2011). Η ανατομία μιας πορείας από τη σκοπιά των φοιτητών / τριών μας : Η περίπτωση του Μεταπτυχιακού Προγράμματος Ειδίκευσης
  • Καθηγητών Αγγλικής του ΕΑΠ. Research Papers in Language Teaching and Learning, 2(1), 13–28. Χρυσανθοπούλου, Ρ. (2011). Εντυπώσεις από το ΠΜΣ « Εξειδίκευση Καθηγητών Γαλλικής
  • Γλώσσας ». Research Papers in Language Teaching and Learning, 2(1), 155–157.
Year 2014, Volume: 15 Issue: 4, 48 - 74, 01.12.2014
https://doi.org/10.17718/tojde.79777

Abstract

References

  • Abu-Al-Aish, A., & Love, S. (2013). Factors Influencing Students ’ Acceptance of M
  • Learning : An Investigation in Higher Education. The International Review of Research in Open and Distance Learning, 14(5), 82–106. Adas, D., & Shmais, W. A. (2011). Students’ Perceptions Towards Blended Learning
  • Environment Using the OCC. An - Najah Univ. J. Res. (Humanities)., 25(6), 1681–1710.
  • Bergamin, P. B., Werlen, E., Siegenthaler, E., & Ziska, S. (2012). The Relationship between Flexible and Self-Regulated Learning in Open and Distance Universities. The International Review of Research in Open and Distance Learning, 13, 101–123.
  • Bird, J., & Morgan, C. (2003). Adults Contemplating University Study at a Distance:
  • Issues, themes and concerns. International Review of Research in Open and Distance Learning, 4(1), 1–11. Boone, H. N. J., & Boone, D. A. (2012). Analyzing Likert Data. Journal of Extension, 50(2), 30.
  • Brown, J. D. (2011). Likert items and scales of measurement? JALT Testing & Evaluation
  • SIG Newsletter, 15(March), 10–24. Clason, D., & Dormody, T. (1994). Analyzing data measured by individual Likert-type items. Journal of Agricultural Education, 35(4), 31–35.
  • Dahalan, N., Hasmawati, H., & Hanafi, A. (2012). Student Engagement in Online
  • Learning: Learners Attitude Toward E-Mentoring. Procedia - Social and Behavioral Sciences, 67(November 2011), 464–475.
  • Evans, J. R., & Mathur, A. (2005). The value of online surveys. Internet Research, 15(2), 195–219.
  • Frary, R. B. (1996). Hints for Designing Effective Questionnaires. Practical Assessment,
  • Research & Evaluation, 5(3), 1–5. Gadermann, A. M., Guhn, M., & Zumbo, B. D. (2012). Estimating ordinal reliability for
  • Likert-type and ordinal item response data : A conceptual , empirical , and practical guide. Practical Assessment, Research & Evaluation, 17(3). Giannousi, M., Vernadakis, N., Derri, V., Michalopoulos, M., & Kioumourtzoglou, E. (2009).
  • Students’ satisfaction from blended learning instruction. In TCC (pp. 61–68). Komotini, Greece: Department of Physical Education & Sport Science. Gibbs, G. (2010). Does assessment in open learning support students? Open Learning:
  • The Journal of Open and Distance Learning, 25(2), 163–166. Grosshans, W., & Chelimsky, E. (1993). Developing and Using Questionnaires. United
  • States General Accounting Office (GAO). Hitchcock, A., & Porter, K. (2004). The Likert Scale. Methodology, 7–10.
  • Islam, T. (2011). Cost-Effective, Equitable and Flexible Higher Education through Open and Distance Learning in Bangladesh. Turkish Online Journal of Distance Education, 12(2), 102–113.
  • Johnson, S. M., Smith, P. C., & Tucker, S. M. (1982). Response format of the Job
  • Descriptive Index: Assessment of reliability and validity by the multitrait-multimethod matrix. Journal of Applied Psychology. Johnston, J., Killion, J., & Oomen, J. (2005). Student Satisfaction in the Virtual
  • Classroom. The Internet Journal of Allied Health Sciences and Practice, 3(2). Joint Information Systems Committee (JISC). (2007). Effective Practice with e
  • Assessment. Information Systems Journal (pp. 1–52). Kim, S.-H. (2010). The Influence of Likert Scale Format on Response Result, Validity, and Reliability of Scale -Using Scales Measuring Economic Shopping Orientation-. Journal of the Korean Society of Clothing and Textiles, 34(6), 913–927.
  • Koustourakis, G., Panagiotakopoulos, C., & Vergidis, D. (2008). A Contribution to the Hellenic Open University : Evaluation of the pedagogical practices and the use of ICT on distance education. The International Review of Research in Open and Distance Learning, 2, 1–10.
  • Kovacic, Z. J. (2012). Predicting student success by mining enrolment data. Research in
  • Higher Education Journal, 15, 1–20. Marra, R., & Bogue, B. (2006a). A critical assessment of online survey tools. Proceedings of the 2006 WEPAN Conference, 1–11.
  • Marra, R., & Bogue, B. (2006b). A critical assessment of online survey tools. Proceedings of the 2006 WEPAN Conference, 1–11.
  • 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, 185–200. Nulty, D. D. (2008). The adequacy of response rates to online and paper surveys: what can be done? Assessment & Evaluation in Higher Education, 33(3), 301–314.
  • O’Mahony, M. P., & Smyth, B. (2007). A recommender system for on-line course enrolment: an initial study. Proceedings of the 2007 ACM Conference on Recommender Systems - RecSys ’07, 133.
  • Pierrakeas, C., Xenos, M., Panagiotakopoulos, C., & Vergidis, D. (2004). A Comparative
  • Study of Dropout Rates and Causes for Two Different Distance Education Courses. International Review of Research in Open and Distance Learning, 5(2). Rammstedt, B., & Krebs, D. (2007). Does Response Scale Format Affect the Answering of
  • Personality Scales? European Journal of Psychological Assessment, 23(1), 32–38. Rekkedal, T., & Dye, A. (2007). Mobile Distance Learning with PDAs : Development and testing of pedagogical and system solutions supporting mobile distance learning.
  • International Review of Research in Open and Distance Learning, 8(2), 1–21. Rockwell, G. (2003). What is Text Analysis, Really? Literary and Linguistic Computing, 18(2), 209–219.
  • Rumble, G. (1997). The costs and economics of open and distance learning. Open and distance learning series (p. 224).
  • Selm, M., & Jankowski, N. W. (2006). Conducting Online Surveys. Quality & Quantity, 40(3), 435–456.
  • Shen, L.-C. (2009). A study of student perceptions and their association with achievement in an e-learning environment. Dissertation Abstracts International A The Humanities and Social Sciences. ProQuest Information & Learning US.
  • Sinclaire, J. K. (n.d.). Student satisfaction with online learning: Lessons from organizational behavior. Research in Higher Education Journal. Tayebinik, M., & Puteh, M. (n.d.). Blended Learning or E-learning? Tselios, N., Daskalakis, S., & Papadopoulou, M. (2011). Assessing the Acceptance of a
  • Blended Learning University Course. Educational Technology & Society, 14(2), 224–235. Uebersax, J. S. (2006). Likert Scales : Dispelling the Confusion The Origin of Likert Scales.
  • Uebersax JS. Retrieved December 10, 2013, from http://john- uebersax.com/stat/likert.htm
  • Valasidou, A., & Bousiou-Makridou, D. (2006). Satisfying distance education students of the Hellenic Open University. E-Mentor, 2(14), 1–12.
  • Valentine, D. (2002). Distance Learning: Promises, Problems, and Possibilities. Online
  • Journal of Distance Learning Administration, 5, 1–7. Valkanos, E., Papavassiliou-Alexiou, I., & Fragoulis, I. (2009). A Study on Perceptions of
  • Open University Students about the Use of Effectiveness of Collaborative Teaching Methods during the Tutorial Group Meetings. Review of European Studies, 1(2), 22–33. Wilkinson, L. (1999). Guidelines and Explanations. Statistical Methods in Psychology Journals, 54(8), 594–604.
  • Wright, K. B. (2005). Researching Internet-Based Populations: Advantages and Disadvantages of Online Survey Research, Online Questionnaire Authoring Software
  • Packages, and Web Survey Services. Journal of Computer-Mediated Communication, 10, 0. Wu, J.-H., Hsia, T.-L., Liao, Y.-W., & Tennysonn, R. D. (n.d.). What determinates Student Learning Satisfaction on a Blended E-Learning System Environment? Retrieved January 02, 2013, from http://www.pacis-net.org/file/2008/PACIS2008_Camera-Ready_Paper_149.pdf
  • Zeppos, D. (2014). Structure and Typology of the Greek State Foreign Language Exam
  • System Marking Scheme for Oral Production. Turkish Journal of Education, (to be published). Αναστασιάδη, Μ. Χ., Ανδρουλάκης, Γ., Πατέλη, Μ., Σελλά, Ε., & Φραγκιαδάκης, Γ. (2011).
  • Οι απόφοιτοι του Προγράμματος ΓΑΛ σήμερα και η αξιοποίηση των σπουδών τους στο Ε.Α.Π. Research Papers in Language Teaching and Learning, 2(1), 29–45. Βηδενμάιερ, Δ., Τσόκογλου, Α., & Χρύσου, Μ. (2011). Το Μ.Π.Σ. Ειδίκευσης Καθηγητών
  • Γερμανικής Γλώσσας από την ίδρυσή του έως σήμερα: εμπειρίες και προτάσεις για το μέλλον. Research Papers in Language Teaching and Learning, 2(1), 46–53. Γρηγοράκη, Μ., Πολίτη, Α., & Τσολάκος, Π. (2014). Μάθηση μέσω φορητών συσκευών.
  • Μία εκπαιδευτική παρέμβαση κάτω από την Ακρόπολη για μαθητές Δ’ Δημοτικού. Νέος Παιδαγωγός, 2, 213–225. Καλούρη, Ο., & Αντωνόπουλος, Γ. (2011). Διπλωματικές εργασίες προγράμματος γαλλικής
  • ΕΑΠ : όψεις, δεδομένα, αξιολόγηση, προοπτικές. Research Papers in Language Teaching and Learning, 2(1), 122–126. Παπαευθυμίου-Λύτρα, Σ., & Σηφάκις, Ν. (2011). Η ανατομία μιας πορείας από τη σκοπιά των φοιτητών / τριών μας : Η περίπτωση του Μεταπτυχιακού Προγράμματος Ειδίκευσης
  • Καθηγητών Αγγλικής του ΕΑΠ. Research Papers in Language Teaching and Learning, 2(1), 13–28. Χρυσανθοπούλου, Ρ. (2011). Εντυπώσεις από το ΠΜΣ « Εξειδίκευση Καθηγητών Γαλλικής
  • Γλώσσας ». Research Papers in Language Teaching and Learning, 2(1), 155–157.
There are 53 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Dimitris Zeppos This is me

Publication Date December 1, 2014
Submission Date February 27, 2015
Published in Issue Year 2014 Volume: 15 Issue: 4

Cite

APA Zeppos, D. (2014). A Case Study On Student Satisfaction For Graduates 
Of The German Language Teachers’ Blended Ma Program 
Of The Hellenic Open University, Classes Of 2012 And 2013. Turkish Online Journal of Distance Education, 15(4), 48-74. https://doi.org/10.17718/tojde.79777