Rezart Prifti – Department of Management, Faculty of Economy, UT, Albania
Ana Shkreta – Department of Management, Faculty of Economy, UT, Albania
7th International Scientific-Business Conference – LIMEN 2021 – Leadership, Innovation, Management and Economics: Integrated Politics of Research – CONFERENCE PROCEEDINGS, Online/virtual, December 16, 2021, published by the Association of Economists and Managers of the Balkans, Belgrade; Printed by: SKRIPTA International, Belgrade, ISBN 978-86-80194-54-7, ISSN 2683-6149, DOI: https://doi.org/10.31410/LIMEN.2021
Perceived ease of use;
The purpose of this paper is to analyze the learning curve of first-time users and experienced users of blended learning methodology and their perception of eLearning platforms. We investigate student relation with blended learning approach aggregated in first time users and experienced users, analyzing a multitude of factors with a sample size of 1021 students in university premises. Their approach is tested empirically through regression analysis by measuring the learning curve accumulation among two main categories of users. The implications of this study are practical for organizations and practitioners implementing innovative approaches in education. Data shows that first time users are more likely to share the experience, use the portal as an assisting tool in learning, and see blended learning as more helpful. While experienced users see it as a pure operational tool, spending more time on it, being more confident, and value the experience by perceiving satisfaction and usefulness.
Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-Non-Commercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission.
Anthony, B., Kamaludin, A., Romli, A., Raffei, A. F. M., Phon, D. N. A. L. E., Abdullah, A., & Ming, G. L. (2020). Blended Learning Adoption and Implementation in Higher Education: A Theoretical and Systematic Review. Technology, Knowledge and Learning. https://doi. org/10.1007/s10758-020-09477-z
Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID19. Journal of Education and E-Learning Research, 7(3), 285–292. https://doi.org/10.20448/JOURNAL.509.2020.73.285.292
Baxter, J. A., & Haycock, J. (2014). Roles and student identities in online large course forums: Implications for practice. International Review of Research in Open and Distance Learning, 15(1), 20–40. https://doi.org/10.19173/irrodl.v15i1.1593
Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: From the general to the applied. Journal of Computing in Higher Education, 26(1), 87–122. https://doi. org/10.1007/s12528-013-9077-3
Bonk, C. J., & Graham, C. R. (2012). The Handbook of Blended Learning: Global Perspectives, Local Designs Memorial. John Wiley & Sons., 33(1). https://doi.org/10.21225/d51g6h
Bruggeman, B., Tondeur, J., Struyven, K., Pynoo, B., Garone, A., & Vanslambrouck, S. (2021). Experts speaking: Crucial teacher attributes for implementing blended learning in higher education. Internet and Higher Education, 48. https://doi.org/10.1016/j.iheduc.2020.100772
Chigeza, P., & Halbert, K. (2014). Navigating E-learning and blended learning for pre-service teachers: Redesigning for engagement, access and efficiency. Australian Journal of Teacher Education, 39(11), 133–146. https://doi.org/10.14221/ajte.2014v39n11.8
Cigdem, H., & Ozturk, M. (2016). Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School l sis ( SNA ) in OnlineCourses. 17(3). https://doi.org/10.19173/irrodl.v17i3.2253
Derntl, M., & Motschnig-Pitrik, R. (2005). The role of structure, patterns, and people in blended learning. Internet and Higher Education, 8(2), 111–130. https://doi.org/10.1016/j.iheduc.2005.03.002
Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. E-Learning, 54. Retrieved from http://www-07.ibm.com/services/pdf/blended_learning.pdf
Gardner, R. C. (2006). Motivation and Attitudes in Second Language Learning. In K. Brown (Ed.), Encyclopedia of Language & Linguistics (Second Edition) (Second Edi, pp. 348– 355). https://doi.org/https://doi.org/10.1016/B0-08-044854-2/00625-8
Gide, A. (2019). Blended Learning: A New Hybrid Teaching Methodology. Online Submission, 3(13), 5–24.
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109–114. https:// doi.org/10.1016/j.jneb.2014.08.008
Holden, J., & Westfall, P. (2006). Instructional Media Selection for Distance Learning: A Learning Environment Approach. Distance Learning, 3(2), 1.
Hrastinski, S. (2019). What Do We Mean by Blended Learning? TechTrends, 63(5), 564–569. https://doi.org/10.1007/s11528-019-00375-5
Ikhwan, E. J., & Widodo, P. (2019). Attitude Conception: The Role of Blended Learning in Environmental Education. Online Submission, 2(6), 53–62. https://doi.org/10.32996/ ijllt.2019.2.6.7
Kaur, M. (2013). Blended Learning – Its Challenges and Future. Procedia – Social and Behavioral Sciences, 93, 612–617. https://doi.org/10.1016/j.sbspro.2013.09.248
Krismadinata, Verawardina, U., Jalinus, N., Rizal, F., Sukardi, Sudira, P., … Novaliendry, D. (2020). Blended learning as instructional model in vocational education: Literature review. Universal Journal of Educational Research, 8(11B), 5801–5815. https://doi.org/10.13189/ ujer.2020.082214
Liaw, S.-S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51(2), 864–873.
Liaw, S.-S., & Huang, H.-M. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers & Education, 60(1), 14–24.
Maloloy-on, M., Arnado, A., Aviles, G., Solania, N., & Ventura, R. (2021). Teacher’s Responses on the New Normal Learning Delivery Modalities: Prospective Lifelong Learning Pathway. SMCC Higher Education Research Journal, 8(1). https://doi.org/10.18868/ sherj8j.08.010121.02
Martín-Rodríguez, Fernández-Molina, Óscar, Montero-Alonso, Uan-Carlos, González-Gómez, … Francisco. (2014). The main components of satisfaction with e-learning. Technology, Pedagogy and Education, 24, 1–11. https://doi.org/10.1080/1475939X.2014.888370
Matosas-López, L., Aguado-Franco, J. C., & Gómez-Galán, J. (2019). Constructing an instrument with behavioral scales to assess teaching quality in blended learning modalities. Journal of New Approaches in Educational Research, 8(2), 142–165. https://doi.org/10.7821/ naer.2019.7.410
Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of E-Learning, 16(1), 45–55.
Pham, L., Limbu, Y. B., Bui, T. K., Nguyen, H. T., & Pham, H. T. (2019). Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam. International Journal of Educational Technology in Higher Education, 16(1). https://doi. org/10.1186/s41239-019-0136-3
Prifti, R. (2020). Implementation of blended learning in a higher education institution in Albania: An analysis of factors that affect students’ learning experience. International Journal of Innovation and Learning, 27(3), 233–253. https://doi.org/10.1504/IJIL.2020.106809
Rivers, B. A., Richardson, J. T. E., & Price, L. (2014). Promoting reflection in asynchronous virtual learning spaces: Tertiary distance tutors’ conceptions. International Review of Research in Open and Distance Learning, 15(3), 215–231. https://doi.org/10.19173/IRRODL. V15I3.1777
Rooney, J. E. (2003). Blended Learning Opportunities to Enhance Educational Programming and Meetings. Association Management, 55, 26–32.
Rossett, A., Douglis, F., & Frazee, R. V. (2003). Strategies for Building Blended Learning.
Singh, H., & Reed, S. (2001). A white paper: Achieving success with blended learning. Leerbeleving.Nl, 1–11.
Swan, K., & Shih, L. (2014). On the nature and development of social presence in online course discussions.
Vallee, A., Blacher, J., Cariou, A., & Sorbets, E. (2020). Blended learning compared to traditional learning in medical education: Systematic review and meta-analysis. Journal of Medical Internet Research, Vol. 22. https://doi.org/10.2196/16504