{"id":105626,"date":"2023-12-30T18:17:03","date_gmt":"2023-12-30T15:17:03","guid":{"rendered":"https:\/\/azbuki.bg\/?p=105626"},"modified":"2023-12-30T18:17:03","modified_gmt":"2023-12-30T15:17:03","slug":"quality-of-blended-learning-courses-students-perspective","status":"publish","type":"post","link":"https:\/\/bel.azbuki.bg\/en\/uncategorized\/quality-of-blended-learning-courses-students-perspective\/","title":{"rendered":"Quality of Blended Learning Courses: Students\u2019 Perspective"},"content":{"rendered":"

Silvia Gaftandzhieva1), Rositsa Doneva1), Sadiq Hussain2),<\/strong>
\nAshis Talukder3,4), Gunadeep Chetia2), Nisha Gohain2)<\/strong>
\n1)University of Plovdiv \u201cPaisii Hilendarski\u201d \u2013 Plovdiv (Bulgaria)<\/em>
\n2)Dibrugarh University \u2013 Dibrugarh (India)<\/em>
\n3)Khulna University \u2013 Khulna (Bangladesh)<\/em>
\n4)Australian National University \u2013 Canberra (Australia)<\/em><\/p>\n

https:\/\/doi.org\/10.53656\/math2023-6-4-qua<\/a><\/p>\n

Abstract.<\/strong> This research paper focuses on studying students’ perspectives on the quality of
\nonline course developed to support traditional face-to-face learning, specifically exploring their
\nsatisfaction levels. The study aims to identify the factors influencing student satisfaction and their
\nimpact on academic performance. A questionnaire was developed, consisting of four evaluated
\nareas: course content and design, organization and preparation of training, communication and
\nsupport in the learning process, and evaluation. The questionnaire was administered to 51 students
\nwho completed an Object-Oriented Programming course. The collected data was analysed using
\nstatistical techniques, including skewness and kurtosis indexes, Cronbach’s alpha coefficients,
\naverage variance extracted (AVE), composite reliability (CR), and principal component analysis
\n(PCA). The findings revealed a generally positive perception of course content, organization,
\ncommunication, and evaluation with specific areas identified for improvement. The findings
\nemphasize the importance of addressing students’ satisfaction to enhance the overall quality of
\nblended learning courses. The study contributes to the existing literature on student satisfaction
\nwith learning courses for blended learning. It highlights the need for institutions to prioritize
\ncourse quality to meet students’ expectations and needs.
\nKeywords: blended learning; student satisfaction; survey; quality<\/p>\nLog in to read the full text<\/a>\n

 <\/p>","protected":false},"excerpt":{"rendered":"

Silvia Gaftandzhieva1), Rositsa Doneva1), Sadiq Hussain2), Ashis Talukder3,4), Gunadeep Chetia2), Nisha Gohain2) 1)University of Plovdiv \u201cPaisii Hilendarski\u201d \u2013 Plovdiv (Bulgaria) 2)Dibrugarh University \u2013 Dibrugarh (India) 3)Khulna University \u2013 Khulna (Bangladesh) 4)Australian National University \u2013 Canberra (Australia) https:\/\/doi.org\/10.53656\/math2023-6-4-qua Abstract. This research paper focuses on studying students’ perspectives on the quality of online course developed to support […]<\/p>","protected":false},"author":124332423427287,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jnews-multi-image_gallery":[],"jnews_single_post":{"source_name":"","source_url":"","via_name":"","via_url":"","override_template":"0","override":[{"template":"1","single_blog_custom":"","parallax":"1","fullscreen":"1","layout":"right-sidebar","sidebar":"default-sidebar","second_sidebar":"default-sidebar","sticky_sidebar":"1","share_position":"bottom","share_float_style":"share-monocrhome","show_share_counter":"1","show_view_counter":"1","show_featured":"0","show_post_meta":"1","show_post_author":"0","show_post_author_image":"1","show_post_date":"0","post_date_format":"default","post_date_format_custom":"Y\/m\/d","show_post_category":"1","show_post_reading_time":"1","post_reading_time_wpm":"300","show_zoom_button":"1","zoom_button_out_step":"2","zoom_button_in_step":"3","show_post_tag":"1","show_prev_next_post":"1","show_popup_post":"1","number_popup_post":"3","show_author_box":"0","show_post_related":"0","show_inline_post_related":"0"}],"override_image_size":"0","image_override":[{"single_post_thumbnail_size":"crop-500","single_post_gallery_size":"crop-500"}],"trending_post":"0","trending_post_position":"meta","trending_post_label":"Trending","sponsored_post":"0","sponsored_post_label":"Sponsored by","sponsored_post_name":"","sponsored_post_url":"","sponsored_post_logo_enable":"0","sponsored_post_logo":"","sponsored_post_desc":"","disable_ad":"0"},"jnews_primary_category":{"id":"","hide":""}},"categories":[1],"tags":[],"yoast_head":"\nQuality of Blended Learning Courses: Students\u2019 Perspective - \u0410\u0437-\u0431\u0443\u043a\u0438<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/newspaper.azbuki.bg\/en\/uncategorized\/quality-of-blended-learning-courses-students-perspective\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Quality of Blended Learning Courses: Students\u2019 Perspective - \u0410\u0437-\u0431\u0443\u043a\u0438\" \/>\n<meta property=\"og:description\" content=\"Silvia Gaftandzhieva1), Rositsa Doneva1), Sadiq Hussain2), Ashis Talukder3,4), Gunadeep Chetia2), Nisha Gohain2) 1)University of Plovdiv \u201cPaisii Hilendarski\u201d \u2013 Plovdiv (Bulgaria) 2)Dibrugarh University \u2013 Dibrugarh (India) 3)Khulna University \u2013 Khulna (Bangladesh) 4)Australian National University \u2013 Canberra (Australia) https:\/\/doi.org\/10.53656\/math2023-6-4-qua Abstract. 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