A Study of Strategies for Improving Student Satisfaction in the Context of Blended Learning--Taking China's Sichuan Province as a Case Study
Abstract
Background and Aim: Under the background of the continuous development of digital education, Blended Learning has become one of the important teaching methods in universities, and the study of its development and reform direction has become a key research topic in university education.
Materials and Methods: This study selected 15 undergraduate students of class 2022-2023 in Sichuan province of China to conduct semi-structured interviews, and used the literature research method, interview method, and content analysis method to analyze the data, collate, summarize, and distill themes.
Results: The study identified three primary strategies to improve student satisfaction in blended learning: (1) enhancing platform stability, usability, and content relevance to provide a seamless learning experience; (2) aligning course content, instructional methods, and learning outcomes with students' expectations and career goals; and (3) focusing on instructional design by improving teachers' ability to employ technology effectively and applying diversified evaluation methods. These strategies collectively contribute to an enhanced perception of quality, which was found to have the most significant impact on student satisfaction.
Conclusion: This study highlights the importance of a high-quality online learning platform, alignment with student expectations, and the perceived quality of instructional design in influencing blended learning satisfaction. Universities should prioritize building technically supportive platforms, offering continuous faculty development, and utilizing multi-dimensional evaluation models to address students' diverse needs effectively. By implementing these strategies, institutions can strengthen blended learning effectiveness, improve student satisfaction, and better meet educational goals in a digital learning environment.
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