Investigating Factors Affecting Students’ Attitudes toward Hybrid Learning
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Published:
Jul 12, 2021
Keywords:
Hybrid learning Students’ attitudes Factors affecting students’ attitudes Technology in language teaching and learning
Main Article Content
Abstract
This study aimed at investigating factors including gender, prior experience of hybrid learning, and computer literacy that affect students’ attitudes toward hybrid learning with reference to different learning aspects. The study adopted a survey research methodology using a questionnaire and examined 879 students who had enrolled in hybrid English courses in a university. The finding revealed that all factors had an effect on students’ attitudes toward hybrid learning. Gender had an effect on attitudes toward four learning aspects - study management, technology, online interaction, and online learning. Prior experience of hybrid learning had an effect on two learning aspects - technology and online learning; and computer literacy had an effect on attitudes toward every learning aspect and had the most effect on the use of technology. Based on the findings, this study provides guidelines and a useful information base for future course improvement.
Article Details
How to Cite
Sanpanich, N. (2021). Investigating Factors Affecting Students’ Attitudes toward Hybrid Learning. REFLections, 28(2), 208–227. https://doi.org/10.61508/refl.v28i2.253093
Section
Research articles
References
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Asarta, C., & Schmidt, J. (2020). The effects of online and blended experience on outcomes in a blended learning environment. The Internet and Higher Education, 44, 1-10. https://doi.org/10.1016/j.iheduc.2019.100708
Bastick, T., & Matalon, B. (2007). Research: New and practical approaches. 2nd ed. Chalkboard Press.
Birbal, R., Ramdass, M., & Harripaul, C. (2018). Student teachers’ attitudes towards blended learning. Journal of Education and Human Development, 7(2), 9-26. https://doi:10.15640/ jehd.v7n2a2
Borna, S., & White, G. (2003). “Sex” and “Gender”: Two confused and confusing concepts in the “Women in Corporate Management” literature. Journal of Business Ethics, 47(2), 89-99. http://www.jstor.org/stable/25075129
Chapelle, C. (2003). English language and technology. John Benjamins.
Chen, D. T. (2003). Uncovering the provisos behind flexible learning. Educational Technology & Society, 6(2), 25-30.
Dimitrov, D. (2012). Statistical methods for validation of assessment scale data in couselling and related field. American Counseling Association.
Dincer, S. (2016, July 6-8). Assessing the computer literacy of university graduates [Paper presentation]. The Third International Conference on Open and Flexible Education, Hong Kong. https://bit.ly/3pqHbYd
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Eshreteh, M., & Siaj, A. (2017). Attitudes of English-major students and teachers towards using blended learning in the English Department at Hebron University. International Journal of Research in English Education, 2(4), 51–65. http://ijreeonline.com/article-1-66-en.html
Gülbahar, Y., & Madran, O. (2009). Communication and collaboration, satisfaction, equity, and autonomy in blended learning environments: A case from Turkey. International Review of Research in Open and Distance Learning, 10(2), 1-22.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2016). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). (2nd ed.). Sage.
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Haverila, M. (2011). Prior E-learning experience and perceived learning outcomes in an undergraduate E-learning course. MERLOT Journal of Online Learning and Teaching, 7(2), 206-218.
Holley, D., & Oliver, M. (2010). Student engagement and blended learning: Portraits of risk. Computers & Education, 54(3), 693–700.
Karaaslan, H., & Kılıç, N. (2019). Students’ attitudes towards blended language courses: A case study. Journal of Language and Linguistic Studies, 15(1), 174-199. https://doi:10.17263/jlls.547699
Kintu, M., & Zhu, C. (2016). Student characteristics and learning outcomes in a blended learning environment intervention in a Ugandan University. Electronic Journal of e-Learning, 14(3), 181-195. https://www.researchgate.net/publication/305766781
Kline, R. B. (2010). Principles and practice of structural equation modeling. (3rd ed.). Guilford Press.
Kubat, U. (2018). Identifying the individual differences among students during learning and teaching process by science teachers. International Journal of Research in Educational and Science (IJRES), 4(1), 30-38. https://doi:10.21890/ijres.369746
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Muilenburg, L., & Berge, S. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29–48. https://doi:10.1080/01587910500081269
Napier, N., Dekhane, S., & Smith, S. (2011). Transitioning to blended learning: Understanding student and faculty perceptions. Journal of Asynchronous Learning Networks, 15(1), 20-32. https://doi:10.24059/olj.v15i1.188
Nazara, S., & Febriana, El. (2016, April 8). Students’ attitudes towards face-to-face and blended learning instructions in English class [Paper presentation]. The UKI English Education Department Collegiate Forum, Jakarta, Indonesia. https://bit.ly/3zabcQe
Nikitenko, G. (2011, June 27-July 1). Analysis of adult students’ self-directed learning readiness, affective learning outcomes, prior e-learning experience, and age in hybrid and online courses [Paper presentation]. EDMEDIA 2011: World Conference on Educational Multimedia, Hypermedia and Telecommunications, Lisbon,
Portugal. https://bit.ly/2S6XoWn
Omar, N., Hassan, H., & Hanafi. A. (2012). Students engagement in online learning: Learners attitude toward E-mentoring. Procedia-Social and Behavior Science, 67, 464-475.
Oncu, S., & Cakir, H. (2011). Research in online learning environments: Priorities and methodologies. Computers & Education, 57(1), 1098-1099. https://doi.org/10.1016/j.compedu.2010.12.009
Ora, A., Sahatcija, R., & Ferhataj, A. (2018). Learning styles and the hybrid learning: An empirical study about the impact of learning styles on the perception of the hybrid learning. Mediterranean Journal of Social Sciences, 9(1), 138-148. https://doi:10.2478/mjss-2018-0013
Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for the online classroom. Jossey-Bass.
Paul, J., & Jefferson, F. (2019). A comparative analysis of student performance in an online v s. face-to-face environmental science course from 2009 to 2016. Frontiers in Computer Science, 1, 1-9.
Sharma, M. (2019). The changing role of teacher in blended learning. International Journal of Applied Research 2019, 5(8), 325-327.
Sharma, P., & Barrett, B. (2007). Blending learning: Using technology in and beyond the language classroom. Macmillan Publishers.
Son, J.-B., Robb, T., & Charismiadji, I. (2010). Computer literacy and competency: A survey of Indonesian teachers of English as a foreign language. CALL-EJ, 12(1), 26-42.
Suwannasom, T., & Catane, N. (2016). Exploring university students’ attitudes and strategies in a blended English language learning environment. KKU International Journal of Humanities and Social Sciences, 6(1), 10-31
Suwantarathip, O. (2019). Predictors of students’ satisfaction with a hybrid English course. Turkish Online Journal of Distance Education, 20(1), 115-130. https://doi:10.17718/tojde. 522427
Tang, C. M., & Chaw, L. Y. (2013). Readiness for blended learning: understanding attitude of university students. International Journal of Cyber Society and Education, 6(2), 79-100. https://doi:10.7903/ijcse.1086
Thomas, D. (2018). Blended learning behavior of university students and academic performance in Thailand. RJES, 5(2), 12-24. https://www.researchgate.net/publication/329935117
Trentin, G. (2006). Networked collaborative learning in university teaching. Educational Technology, 46(5), 20-25.
Vanichvasin, P. (2018). Development of the social-media-based blended learning course to enhance student learning: A case study on a social science course. Asian Social Science, 14(9), 58-69. https://doi:10.5539/ass.v14n9p58
Wichadee, S. (2018). Significant predictors for effectiveness of blended learning in a language course. The JALT CALL Journal, 14(1), 25-42. https://doi.org/10.29140/jaltcall.v14n1.222
Wong, R. (2020). When no one c an go to school: does online learni ng meet students’ basic learning needs? Interactive Learning Environments. https://doi:10.1080/10494820.2020.1789672
Yau, H., & Cheng, A. (2012). Gender difference of confidence in using technology for learning. The Journal of Technology Studies, 38(2), 74-79. https://doi:10.21061/jots.v38i2.a.2
Akkoyunlu, B., & Yilmaz-Soylu, M. (2008). Development of a scale on learners’ views on blended learning and its implementation process. The Internet and Higher Education, 11(1), 26-32.
Al-Fadhli, S. (2008). Students’ perceptions of E-learning in Arab society: Kuwait University as a case study. E-Learning and Digital Media, 5(4), 418-428. https://doi:10.2304/elea.2008.5.4.418
Alnajdi, S. (2014, March 17-21). Hybrid learning in higher education [Paper presentation]. Society for Information Technology and Teacher Education International Conference Jacksonville, Florida, United States. https://bit.ly/3gc7ZqV
Asarta, C., & Schmidt, J. (2020). The effects of online and blended experience on outcomes in a blended learning environment. The Internet and Higher Education, 44, 1-10. https://doi.org/10.1016/j.iheduc.2019.100708
Bastick, T., & Matalon, B. (2007). Research: New and practical approaches. 2nd ed. Chalkboard Press.
Birbal, R., Ramdass, M., & Harripaul, C. (2018). Student teachers’ attitudes towards blended learning. Journal of Education and Human Development, 7(2), 9-26. https://doi:10.15640/ jehd.v7n2a2
Borna, S., & White, G. (2003). “Sex” and “Gender”: Two confused and confusing concepts in the “Women in Corporate Management” literature. Journal of Business Ethics, 47(2), 89-99. http://www.jstor.org/stable/25075129
Chapelle, C. (2003). English language and technology. John Benjamins.
Chen, D. T. (2003). Uncovering the provisos behind flexible learning. Educational Technology & Society, 6(2), 25-30.
Dimitrov, D. (2012). Statistical methods for validation of assessment scale data in couselling and related field. American Counseling Association.
Dincer, S. (2016, July 6-8). Assessing the computer literacy of university graduates [Paper presentation]. The Third International Conference on Open and Flexible Education, Hong Kong. https://bit.ly/3pqHbYd
Eliveria, A., Serami, L., Famorca, L. P., & Dela Cruz, J. S. (2019). Investigating students’ engagement in a hybrid learning environment. IOP Conference Series Materials Science and Engineering, 482, 1-7. https://doi:10.1088/1757-899X/482/1/012011
Eshreteh, M., & Siaj, A. (2017). Attitudes of English-major students and teachers towards using blended learning in the English Department at Hebron University. International Journal of Research in English Education, 2(4), 51–65. http://ijreeonline.com/article-1-66-en.html
Gülbahar, Y., & Madran, O. (2009). Communication and collaboration, satisfaction, equity, and autonomy in blended learning environments: A case from Turkey. International Review of Research in Open and Distance Learning, 10(2), 1-22.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2016). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). (2nd ed.). Sage.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis (7th ed.). Pearson Education.
Haverila, M. (2011). Prior E-learning experience and perceived learning outcomes in an undergraduate E-learning course. MERLOT Journal of Online Learning and Teaching, 7(2), 206-218.
Holley, D., & Oliver, M. (2010). Student engagement and blended learning: Portraits of risk. Computers & Education, 54(3), 693–700.
Karaaslan, H., & Kılıç, N. (2019). Students’ attitudes towards blended language courses: A case study. Journal of Language and Linguistic Studies, 15(1), 174-199. https://doi:10.17263/jlls.547699
Kintu, M., & Zhu, C. (2016). Student characteristics and learning outcomes in a blended learning environment intervention in a Ugandan University. Electronic Journal of e-Learning, 14(3), 181-195. https://www.researchgate.net/publication/305766781
Kline, R. B. (2010). Principles and practice of structural equation modeling. (3rd ed.). Guilford Press.
Kubat, U. (2018). Identifying the individual differences among students during learning and teaching process by science teachers. International Journal of Research in Educational and Science (IJRES), 4(1), 30-38. https://doi:10.21890/ijres.369746
Markovich, L. (2016). Examining students’ attitudes toward blended learning in adult literacy and basic skills programs [Master thesis, University of Ontario Institute of Technology]. Electronic Theses and Dissertations (Public). https://ir.library.dc-uoit.ca/bitstream/10155/647/1/Markovich_Louise.pdf
Muilenburg, L., & Berge, S. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29–48. https://doi:10.1080/01587910500081269
Napier, N., Dekhane, S., & Smith, S. (2011). Transitioning to blended learning: Understanding student and faculty perceptions. Journal of Asynchronous Learning Networks, 15(1), 20-32. https://doi:10.24059/olj.v15i1.188
Nazara, S., & Febriana, El. (2016, April 8). Students’ attitudes towards face-to-face and blended learning instructions in English class [Paper presentation]. The UKI English Education Department Collegiate Forum, Jakarta, Indonesia. https://bit.ly/3zabcQe
Nikitenko, G. (2011, June 27-July 1). Analysis of adult students’ self-directed learning readiness, affective learning outcomes, prior e-learning experience, and age in hybrid and online courses [Paper presentation]. EDMEDIA 2011: World Conference on Educational Multimedia, Hypermedia and Telecommunications, Lisbon,
Portugal. https://bit.ly/2S6XoWn
Omar, N., Hassan, H., & Hanafi. A. (2012). Students engagement in online learning: Learners attitude toward E-mentoring. Procedia-Social and Behavior Science, 67, 464-475.
Oncu, S., & Cakir, H. (2011). Research in online learning environments: Priorities and methodologies. Computers & Education, 57(1), 1098-1099. https://doi.org/10.1016/j.compedu.2010.12.009
Ora, A., Sahatcija, R., & Ferhataj, A. (2018). Learning styles and the hybrid learning: An empirical study about the impact of learning styles on the perception of the hybrid learning. Mediterranean Journal of Social Sciences, 9(1), 138-148. https://doi:10.2478/mjss-2018-0013
Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for the online classroom. Jossey-Bass.
Paul, J., & Jefferson, F. (2019). A comparative analysis of student performance in an online v s. face-to-face environmental science course from 2009 to 2016. Frontiers in Computer Science, 1, 1-9.
Sharma, M. (2019). The changing role of teacher in blended learning. International Journal of Applied Research 2019, 5(8), 325-327.
Sharma, P., & Barrett, B. (2007). Blending learning: Using technology in and beyond the language classroom. Macmillan Publishers.
Son, J.-B., Robb, T., & Charismiadji, I. (2010). Computer literacy and competency: A survey of Indonesian teachers of English as a foreign language. CALL-EJ, 12(1), 26-42.
Suwannasom, T., & Catane, N. (2016). Exploring university students’ attitudes and strategies in a blended English language learning environment. KKU International Journal of Humanities and Social Sciences, 6(1), 10-31
Suwantarathip, O. (2019). Predictors of students’ satisfaction with a hybrid English course. Turkish Online Journal of Distance Education, 20(1), 115-130. https://doi:10.17718/tojde. 522427
Tang, C. M., & Chaw, L. Y. (2013). Readiness for blended learning: understanding attitude of university students. International Journal of Cyber Society and Education, 6(2), 79-100. https://doi:10.7903/ijcse.1086
Thomas, D. (2018). Blended learning behavior of university students and academic performance in Thailand. RJES, 5(2), 12-24. https://www.researchgate.net/publication/329935117
Trentin, G. (2006). Networked collaborative learning in university teaching. Educational Technology, 46(5), 20-25.
Vanichvasin, P. (2018). Development of the social-media-based blended learning course to enhance student learning: A case study on a social science course. Asian Social Science, 14(9), 58-69. https://doi:10.5539/ass.v14n9p58
Wichadee, S. (2018). Significant predictors for effectiveness of blended learning in a language course. The JALT CALL Journal, 14(1), 25-42. https://doi.org/10.29140/jaltcall.v14n1.222
Wong, R. (2020). When no one c an go to school: does online learni ng meet students’ basic learning needs? Interactive Learning Environments. https://doi:10.1080/10494820.2020.1789672
Yau, H., & Cheng, A. (2012). Gender difference of confidence in using technology for learning. The Journal of Technology Studies, 38(2), 74-79. https://doi:10.21061/jots.v38i2.a.2