Analyzing student satisfaction with blended learning in a studio and non-studio course

Abstract

The aim of this thesis is to explore whether student satisfaction with blended learning (BL) differs according to studio and non-studio courses. Moreover, this thesis also aims to investigate the direct and indirect effects of BL environment on overall course satisfaction and student performance. The thesis is conducted at Bilkent University in Ankara, during 2015-2016 Spring and Fall Semester. Third and fourth year Interior Architecture and Environmental Design students, who are taking a studio and a non-studio course within a blended learning environment, are participated in the study. A structured survey was conducted under 4 different factors of BL: (1) interaction, (2) instruction, (3) instructor, and (4) technology. Findings were obtained by calculating exploratory factor analyses for each course type. Later, the developed factors were analyzed by employing Structural Equation Modeling to test direct and indirect effects among performance, course satisfaction and overall course satisfaction. The findings indicated that the direct effect of BL satisfaction and overall course satisfaction on student performance is statistically significant in both studio courses and non-studio courses