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dc.contributor.authorAfacan, Yaseminen_US
dc.date.accessioned2019-02-21T16:08:44Z
dc.date.available2019-02-21T16:08:44Z
dc.date.issued2018en_US
dc.identifier.issn1547-9714
dc.identifier.urihttp://hdl.handle.net/11693/50429
dc.description.abstractAim/Purpose This study investigates, through structural equation modeling, the direct and indirect effects of blended learning on overall course satisfaction and student performance in interior architecture. Background For critical education contexts, it is important to analyze student satisfaction with blended learning as well as its effects on student performance. In the con-text of teaching design, there is a need for in-depth research to understand what factors determine satisfaction with blended learning and how these factors af-fect performance in design courses both directly and indirectly. Methodology To explore the student experiences of blended learning and its effects on the relationship between overall course satisfaction and student performance, data was collected through a survey instrument from a randomly selected 306 under-graduate students, 220 female and 86 male, each enrolled in four daytime blend-ed learning sections of a design course. Contribution Different than other studies, this study contributes to the literature by investi-gating the direct and indirect effects of a blended learning environment on the relationship between overall course satisfaction and student performance in the interior architecture context, rather than solely focusing on satisfaction or per-formance. Findings The findings show that satisfaction with blended learning has a significant and direct influence on performance. Different than the studies in blended learning satisfaction literature, the study found blended interpretation and experience as significant contributors to impact blended learning satisfaction in design cours-es. Recommendations for Practitioners The findings in the study are intended to assist design instructors in improving student satisfaction of a blended design course in order to enjoy the possibilities of new information and communication technologies (ICTs) as well as to serve as a basis for developing an effective course mechanism in a blended design curriculum. Recommendations for Researchers The study focused on the mediating effect of only one variable, which was per-formance, but researchers could investigate more variables, such as experience, learning strategies, and retention as having mediating effects on student satisfac-tion in different blended learning models in design courses. Impact on Society This study emphasizes that students' satisfaction with blended learning in chal-lenging learning environments like interior architecture provides learners with choices to develop more student-centered instruction and increased perfor-mance and engagement. Future Research It is advisable to (i) explore the blended learning behavior of international de-sign students compared with national students and (ii) investigate potential im-plications of computer-mediated feedbacks on student creativity.
dc.language.isoEnglish
dc.source.titleJournal of Information Technology Education: Researchen_US
dc.relation.isversionofhttps://doi.org/10.28945/4122
dc.subjectBlended learningen_US
dc.subjectCourse satisfactionen_US
dc.subjectDesign teachingen_US
dc.subjectPersonalized learningen_US
dc.subjectStudent performanceen_US
dc.titleStudent experiences of blended learning in interior architectureen_US
dc.typeArticleen_US
dc.departmentDepartment of Interior Architecture and Environmental Designen_US
dc.citation.spage399en_US
dc.citation.epage422en_US
dc.citation.volumeNumber17en_US
dc.identifier.doi10.28945/4122
dc.publisherInforming Science Institute
dc.contributor.bilkentauthorAfacan, Yaseminen_US


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