Factors Impacting Student Satisfaction with Blended Learning in College English Course: A Case Study of a Private University in Guangdong, China
Abstract
Background and Aim: Student satisfaction with blended learning plays a pivotal role in enhancing learning outcomes and fostering academic success. This study examines the impact of five independent variables—teaching presence, cognitive presence, learner-learner interactions, learner-facilitator interactions, and learning motivation—on the dependent variable of student satisfaction within the context of blended learning in a college English course. Furthermore, it seeks to identify significant differences among these variables.
Materials and Methods: This study, conducted at Zhanjiang University of Science and Technology (ZUST), utilized both qualitative and quantitative research methods across three stages to investigate factors influencing student satisfaction with blended learning in a college English course. In the first stage, a survey was administered to 303 students from four schools to assess key variables, including teaching presence, cognitive presence, learner-learner interactions, learner-facilitator interactions, and learning motivation. The validity and reliability of the survey were confirmed using the IOC method and Cronbach’s alpha, with data analyzed through multiple linear regression. The second stage involved a 16-week strategic intervention with 30 participants aimed at enhancing the identified factors. In the final stage, qualitative data from interviews and quantitative data from surveys were collected, and paired-sample t-tests were used to compare pre- and post-intervention results, evaluating the effectiveness of the strategic plan in improving student satisfaction.
Results: In multiple linear regression, the study revealed that teaching presence, cognitive presence, learner-learner interactions, learner-facilitator interactions, and learning motivation significantly impacted students’ satisfaction, though the degree of influence varied among these factors. Finally, the results from the paired-sample t-test for comparison demonstrated a significant difference in all variables between the current situation and the expected situation.
Conclusion: This study underscores the critical role of teaching presence, cognitive presence, learner-learner interactions, learner-facilitator interactions, and learning motivation in fostering student satisfaction in blended learning environments. The implementation of the strategic plan significantly enhanced these aspects, highlighting their importance. These findings provide valuable insights for improving student satisfaction in blended learning.
Article Details
How to Cite
Section
Articles
Copyright & License
Copyright (c) 2025 International Journal of Sociologies and Anthropologies Science Reviews
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright on any article in the International Journal of Sociologies and Anthropologies Science Reviews is retained by the author(s) under the under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Permission to use text, content, images, etc. of publication. Any user to read, download, copy, distribute, print, search, or link to the full texts of articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose. But do not use it for commercial use or with the intent to benefit any business.
References
Anderson, N. J. (2003). Teaching Reading. In D. Nunan (Ed.), Practical English Language Teaching (pp. 67-86). New York: McGraw-Hill Publishers.
Anderson, T. (2008). Towards a theory of online learning. In Theory and practice of online learning (Vol. 2, pp. 15-44). New York: McGraw-Hill Publishers.
Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17.
Asoodar, M., Vaezi, S., & Izanloo, B. (2016). Framework to improve e-learner satisfaction and further strengthen e-learning implementation. Computers in Human Behavior, 63, 704–716. https://doi.org/10.1016/j.chb.2016.05.060
Basuony, M. A., EmadEldeen, R., Farghaly, M., El-Bassiouny, N., & Mohamed, E. K. (2020). The factors affecting student satisfaction with online education during the COVID-19 pandemic: An empirical study of an emerging Muslim country. Journal of Islamic Marketing, 12(3), 631-648. https://doi.org/10.1108/JIMA-06-2020-0172
Benlahcene, A., Lashari, T. A., Lashari, S. A., & Shehzad, M. W. (2021). The role of goal orientation and epistemological beliefs in intrinsic motivation among international engineering students. Universal Journal of Educational Research, 9(3), 683-692. https://doi.org/10.13189/ujer.2021.090305.
Bliuc, A. M., Goodyear, P., & Ellis, R. A. (2007). Research focus and methodological choices in studies into students’ experiences of blended learning in higher education. Internet and Higher Education, 10(4), 231–244. https://doi.org/10.1016/j.iheduc.2007.08.001.
Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to blended learning design: A systematic literature review. Educational Research Review. 22, 1-18. https://doi.org/10.1016/j.edurev.2017.06.001
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
Elfeky, A. I. M. (2018). The effect of personal learning environments on participants’ higher-order thinking skills and satisfaction. Innovations in Education and Teaching International, 56(4), 505–516. https://doi.org/10.1080/14703297.2018.1534601
Elliott, K. M., & Shin, D. (2002). Student satisfaction: An alternative approach to assessing this important concept. Journal of Higher Education Policy and Management, 24(2), 197–209. https://doi.org/10.1080/1360080022000013518.
Garrison, D. (2011). E-learning in the 21st century: A framework for research and practice (2nd ed.). Routledge.
Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157–172. https://doi.org/10.1016/j.iheduc.2007.04.001.
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass/Wiley.
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.
Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13, 1–2. https://doi.org/10.1016/j.iheduc.2009.10.003.
Garrison, D.R. (2017). E-Learning in the 21st Century; A Community of Inquiry Framework for Research and Practice. New York: Routledge. https://doi.org/10.4324/9781315667263
Goh, C., Leong, C., Kasmin, K., Hii, P., & Tan, O. (2017). Measuring teachers' and learners' learning outcomes and satisfaction in e-learning. Journal of E-Learning and Knowledge Society, 13, 117-128.
Harun, H. (2006). Minat, Motivasi dan Kemahiran Mengajar Guru Pelatih. Jurnal Pendidikan, 31, 83-96.
Hesrcu-Kluska, R. (2019). The interaction between learners and learner-facilitator in an online learning environment. Creative Education, 10(7), 1713-1730. https://doi.org/10.4236/ce.2019.107123
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84. https://doi.org/10.1016/j.edurev.2015.11.002
Huang, C. H. (2021). Using the PLS-SEM model to explore the influencing factors of learning satisfaction in blended learning. Education Sciences, 11(5), 249. https://doi.org/10.3390/educsci11050249
Jeno, L. M., & Diseth, Å. (2014). A self-determination theory perspective on autonomy support, autonomous self-regulation, and perceived school performance. Reflecting Education, 9(1), 1-20.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to college: What evidence is there that it works? Change: The Magazine of Higher Learning, 30(4), 26–35. https://doi.org/10.1080/00091389809602629
Kilag , O. K., Obaner, E., Vidal, E., Castañares, J., Dumdum, J. N., & Hermosa, T. J. (2023). Optimizing Education: Building Blended Learning Curricula with LMS. Excellencia: International Multi-Disciplinary Journal of Education (2994-9521), 1(4), 238-250.
Kishabale, B. (2019). Modeling E-learning interactivity, learner satisfaction and continuance learning intention in Ugandan higher learning institutions. International Journal of Education and Development using ICT, 15(1). https://doi.org/10.47985/ijedict.v15i1.493
Kozan, K., & Richardson, J. C. (2014). Interrelationships between and among social, teaching, and cognitive presence. The Internet and Higher Education, 21, 68-73. https://doi.org/10.1016/j.iheduc.2013.10.007
Kuo, Y. C., Walker, A. E., Belland, B. R., & Schroder, K. E. (2013). A predictive study of student satisfaction in online education programs. International Review of Research in Open and Distributed Learning, 14(1), 16–39. https://doi.org/10.19173/irrodl.v14i1.1338
Le, N. T., & Nguyen, D. T. (2023). Student satisfaction with EMI courses: The role of motivation and engagement. Journal of Applied Research in Higher Education, 15(3), 762-775. https://doi.org/10.1108/JARHE-09-2022-0376
Lin, S., Salazar, T. R., & Wu, S. (2019). Impact of academic experience and school climate of diversity on student satisfaction. Learning Environments Research, 22, 25–41. https://doi.org/10.1007/s10984-018-9204-6
Maslow, A. H. (1981). Motivation and personality: Unlocking your inner drive and understanding human behavior. Prabhat Prakashan.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington DC: US Department of Education.
Mirabolghasemi, M., Shasti, R., & Choshaly, S. H. (2021). An investigation into the determinants of blended learning satisfaction from EFL learners’ perspective. Interactive Technology and Smart Education, 18(1), 69-84.
Mohan, M., Rajendiran, K., Gunasekaran, V., & Cassinadane, A. (2022). Face-to-face education in the virtual classroom in the health sector during the COVID pandemic. Journal of Education Technology in Health Sciences, 8(3), 105-110.
Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22–38). Routledge.
Ng, J. C. (2017). Interactivity in virtual learning groups: Theories, strategies, and the state of literature. International Journal of Information and Education Technology, 7(1), 46-52. https://doi.org/10.7763/IJIET.2017.V7.832
Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e-learning and blended learning about learning outcome, student satisfaction, and engagement. Electronic Journal of E-Learning, 16(1), 46–55. https://doi.org/10.34190/EJEL.16.1.007
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. McGraw-Hill.
Nyathi, M., & Sibanda, E. (2022). E-learning: Substitutability of learner-learner and learner-facilitator interactions to enhance learner satisfaction in higher education. Journal of Research in Innovative Teaching & Learning, 16(2), 210–225. https://doi.org/10.1108/JRIT-04-2022-0018
Queiros, D. R., & de Villiers, M. R. (2016). Online learning in a South African higher education institution: Determining the right connections for the student. International Review of Research in Open and Distributed Learning, 17(5), 165–185. https://doi.org/10.19173/irrodl.v17i5.2590
Rezaei, A., & Jeddi, E. M. (2020). Relationship between wisdom, perceived control of internal states, perceived stress, social intelligence, information processing styles, and life satisfaction among college students. Current Psychology, 39, 927–933. https://doi.org/10.1007/s12144-018-9885-7
Rhode, J. F. (2009). Interaction equivalency in self-paced online learning environments: An exploration of learner preferences. International Review of Research in Open and Distance Learning, 10(1), 1–23. https://doi.org/10.19173/irrodl.v10i1.601
Richardson, J. C., & Ice, P. (2010). Investigating students' level of critical thinking across instructional strategies in online discussions. The Internet and Higher Education, 13(2), 52–59. https://doi.org/10.1016/j.iheduc.2009.11.002
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2019.101860.
Smith, B.L., & MacGregor, J.T. (1992). What is Collaborative Learning? In A. S. Goodsell, Collaborative Learning: A Sourcebook for Higher Education (p.p 10-30). University Park, PA: National Center on Postsecondary Teaching, Learning, and Assessment.
Szeto, E. (2015). Community of inquiry as an instructional approach: What effects of teaching, social, and cognitive presences are there in blended synchronous learning and teaching? Computers & Education, 81, 191–201. https://doi.org/10.1016/j.compedu.2014.10.027
Taib, N. A. M., Rahmat, N. H., Ismail, S., & Hassan, O. (2021). Teacher presence as mediator in online learning: The case for French as a foreign language. European Journal of Foreign Language Teaching, 5(5). https://doi.org/10.46827/ejfl.v5i5.4106
Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. The Journal of Higher Education, 68(6), 599–623. https://doi.org/10.1080/00221546.1997.11779003
Topala, I., & Tomozii, S. (2014). Learning satisfaction: Validity and reliability testing for students’ learning satisfaction questionnaire (SLSQ). Procedia - Social and Behavioral Sciences, 128, 380–386. https://doi.org/10.1016/j.sbspro.2014.03.175
Vaughan, N. D. (2010). A blended community of inquiry approach: Linking student engagement and course redesign. The Internet and Higher Education, 13(1-2), 60–65. https://doi.org/10.1016/j.iheduc.2009.10.0005
Wang, Y., & Liu, Q. (2019). Effects of online teaching presence on students’ interactions and collaborative knowledge construction. Journal of Computer Assisted Learning, 36, 370-382. https://doi.org/10.1111/jcal.12408
Watson, S. L., Watson, W. R., Richardson, J., & Loizzo, J. (2016). Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC. The International Review of Research in Open and Distributed Learning, 17(3), 54-74. https://doi.org/10.19173/irrodl.v17i3.2379
Worku, H., & Alemu, M. (2020). Dialogic Teaching in a Teacher Education College: An Analysis of Teacher Educator and Pre-service Teacher Talk in Physics Classrooms. African Journal of Research in Mathematics, Science and Technology Education, 24(2), 169–179. https://doi.org/10.1080/18117295.2020.1801019