Students Engagement and Students Motivation as Predictors of Learning Satisfaction in a Synchronous Hybrid Learning Space among the TVET Students
Abstract
A synchronous hybrid learning space combines traditional on-site and online learning into a single learning experience to promote effective learning for both on-site and online students concurrently. It is a flexible, accessible, and engaging learning environment. There is a dearth of research on the factors that influence synchronous hybrid learner learning satisfaction as compared to traditional on-site or online learning environments. The relationship between student engagement, student motivation with student learning satisfaction in synchronous hybrid learning space was underexplored although these student learning competencies were noticeably strong predictors of student learning satisfaction in the full on-site or online settings. Hence, this study aimed to explore predictive learning competencies for student learning satisfaction in synchronous hybrid learning. A cross-sectional method was employed to collect quantitative data from 169 students of a Technical and Vocational Education and Training (TVET) institute located in Kuching, Sarawak at a given point in time. These respondents’ learning competencies and learning satisfaction in synchronous hybrid learning spaces were investigated. The research findings showed that student engagement (i.e., emotional, cognitive, and behavioural) and student motivation (i.e., intrinsic goal orientation, extrinsic goal orientation, and self-efficacy) which are found predictive in traditional on-site and online learning settings can be applied in synchronous hybrid learning space as well. The results of this study were intended to guide practices and policies related to the design and implementation of synchronous hybrid learning to add value and further substantiate the potential of this learning space.
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References
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Chyung, S. Y. Y., Moll, A. J., & Berg, S. A. (2010). The role of intrinsic goal orientation, self-efficacy, and e-learning practice in engineering education. The Journal of Effective Teaching, 10(1), 22–37. https://files.eric.ed.gov/fulltext/EJ1092160.pdf
Corno, L., & Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18(2), 88–108. https://doi.org/10.1080/00461528309529266
Doğan, U. (2014). Validity and reliability of student engagement scale. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 3(2), 390–403. https://doi.org/10.14686/buefad.201428190
Duncan, T., Pintrich, P., Smith, D., & Mckeachie, W. J. (2015). Motivated strategies for learning questionnaire (MSLQ) manual. ResearchGate. https://doi.org/10.13140/RG.2.1.2547.6968
Eliveria, A., Serami, L., Famorca, L., & Cruz, J. D. (2019). Investigating students’ engagement in a hybrid learning environment. IOP Conference Series: Materials Science and Engineering, 482, 012011. https://doi.org/10.1088/1757-899x/482/1/012011
Erhuvwu, O. S., & Adeyemi, F. T. (2019). Achievement motivation as a predictor of academic achievement of senior secondary school students in mathematics. European Journal of Educational and Development Psychology, 7(3), 36–45.
Fisher, R., Perényi, R., & Birdthistle, N. (2018). The positive relationship between flipped and blended learning and student engagement, performance and satisfaction. Active Learning in Higher Education, 22(2), 97–113. https://doi.org/10.1177/1469787418801702
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: the Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Gao, B. W., Jiang, J., & Tang, Y. (2020). The effect of blended learning platform and engagement on students’ satisfaction—— the case from the tourism management teaching. Journal of Hospitality, Leisure, Sports and Tourism Education, 27, 100272. https://doi.org/10.1016/j.jhlste.2020.100272
Howson, C. K., & Matos, F. (2021). Student surveys: Measuring the relationship between satisfaction and engagement. Education Sciences, 11(6), 297. https://doi.org/10.3390/educsci11060297
Jasper, J. (2021). Measuring student engagement and student satisfaction in online and in-person high school classes [MA thesis]. Dordt University. https://digitalcollections.dordt.edu/cgi/viewcontent.cgi?article=1153&context=med_theses
Ji, H., Park, S., & Shin, H. W. (2022, April). Investigating the link between engagement, readiness, and satisfaction in a synchronous online second language learning environment. System, 105, 102720. https://doi.org/10.1016/j.system.2022.102720
Kepler, T. (2020, December 8). Gymnasielærerne kritiserer centerchef: glorificering af e-læring er farligt Altinget Uddannelse. https://www.altinget.dk/uddannelse/artikel/gymnasielaererne-kritiserer-centerchef-glorificering-af-e-laering-er-farligt
Kim, S., & Kim, D. J. (2021). Structural relationship of key factors for student satisfaction and achievement in asynchronous online learning. Sustainability, 13(12), 6734. https://doi.org/10.3390/su13126734
Law, K. M., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: the mediating effects of social, teaching, and cognitive presence. Computers and Education, 136, 1–12. https://doi.org/10.1016/j.compedu.2019.02.021
Little, P., & Jones, B. (2020). A comparison of student performance in face-to-face classes versus online classes versus hybrid classes using open educational resources. Journal of Instructional Pedagogies, 24. https://eric.ed.gov/?id=EJ1263878
Motevalli, S., Perveen, A., & Michael, M. T. A. (2020). Motivating students to learn: an overview of the literature in educational psychology. International Journal of Academic Research in Progressive Education and Development, 9(3), 63–74. https://doi.org/10.6007/ijarped/v9-i3/7779
Obiosa, N. (2020). Effects of students’ motivation and engagement on students’ satisfaction in a lecture: An empirical analysis. International Journal of Instruction, 13(3), 861–876. https://doi.org/10.29333/iji.2020.13357a
Ozkan, S., & Koseler, R. (2009). A multi-dimensional evaluation of e-learning systems in the higher education context: an empirical investigation of a computer literacy course. 2009 39th IEEE Frontiers in Education Conference. https://doi.org/10.1109/fie.2009.5350590
Pelletier, C., Rose, J., Russell, M., Guberman, D., Das, K., Bland, J., Bonner, H., & Chambers, C. R. (2016). Connecting student engagement to student satisfaction: a case study at East Carolina University. Journal of Assessment and Institutional Effectiveness, 6(2), 123–141. https://doi.org/10.5325/jasseinsteffe.6.2.0123
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813. https://doi.org/10.1177/0013164493053003024
Povera, A. (2022, August 20). Malaysia to have 550 “hybrid classes” by November. News Straits Times. https://www.nst.com.my/news/nation/2022/08/823929/malaysia-have-550-hybrid-classes-november
Priess-Buchheit, J. (2020). Synchronous hybrid learning in times of social distancing A report and case study on benefits, trainer’s challenges, and guidelines. International Journal for Innovation Education and Research, 8(10), 356–364. https://doi.org/10.31686/ijier.vol8.iss10.2689
Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2019). A systematic literature review on synchronous hybrid learning: gaps identified. Learning Environments Research, 23(3), 269–290. https://doi.org/10.1007/s10984-019-09303-z
Raes, A. (2021). Exploring student and teacher experiences in hybrid learning environments: Does presence matter? Postdigital Science and Education, 4(1), 138–159. https://doi.org/10.1007/s42438-021-00274-0
Rajabalee, Y. B., & Santally, M. I. (2020). Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy. Education and Information Technologies, 26(3), 2623–2656.
Ramsey, D., Evans, J., & Levy, M. (2016). Preserving the seminar experience. Journal of Political Science Education, 12(3), 256–267. https://doi.org/10.1080/15512169.2015.1077713
Romero-Hall, E., & Vicentini, C. (2017). Examining distance learners in hybrid synchronous instruction: successes and challenges. Online Learning, 21(4), 141–157. https://doi.org/10.24059/olj.v21i4.1258
Satuti, J. R., Sunaryanto, S., & Nuris, D. M. (2020). Does student satisfaction mediate the correlation between e-learning service quality, academic engagement and academic achievement? Journal of Accounting and Business Education, 5(1), 38–53. https://doi.org/10.26675/jabe.v5i1.12699
She, L., Ma, L., Jan, A., Nia, H.S., & Rahmatpour, P. (2021). Online learning satisfaction During COVID-19 pandemic among Chinese university students: the serial mediation model. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.743936
Trisanti, T., Alsolami, B. M., Kusumawati, H., & Primandaru, N. (2021). Determining factors affected online learning satisfaction: an empirical study in Indonesia during the pandemic Covid-19 period. International Journal of Multidisciplinary and Current Educational Research (IJMCER), 3(1), 334–343.
Walker, E. R., Lang, D. L., Alperin, M., Vu, M., Barry, C. M., & Gaydos, L. M. (2020). Comparing student learning, satisfaction, and experiences between hybrid and in-person course modalities: a comprehensive, mixed-methods evaluation of five public health courses. Pedagogy in Health Promotion, 7(1), 29–37. https://doi.org/10.1177/2373379920963660
Wang, Q., Quek, C. L., & Hu, X. (2017). Designing and improving a blended synchronous learning environment: An educational design research. The International Review of Research in Open and Distributed Learning, 18(3), 99–118. https://doi.org/10.19173/irrodl.v18i3.3034
Wang, Y., & Chui, E. (2016). An exploratory path model of social work students’ satisfaction with field education experience in China. Social Work Research, 40(3), 135–145. https://doi.org/10.1093/swr/svw010
Weitze, C. L., & Ørngreen, R. (2014). The global classroom model simultaneous campus- and home-based education using videoconferencing. Electronic Journal of E-Learning, 12(2), 215–226.
Willson, R. W. (2008). In-class—online hybrid methods of teaching planning theory. Journal of Planning Education and Research, 28(2), 237–246. https://doi.org/10.1177/0739456x08324286
Xiao, J., Sun‐Lin, H., Lin, T., Li, M., Pan, Z., & Cheng, H. (2020). What makes learners a good fit for hybrid learning? Learning competencies as predictors of experience and satisfaction in hybrid learning space. British Journal of Educational Technology, 51(4), 1203–1219. https://doi.org/10.1111/bjet.12949
Zhen, R., Liu, R. D., Ding, Y., Wang, J., Liu, Y., & Xu, L. (2017, February). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 54, 210–216. https://doi.org/10.1016/j.lindif.2017.01.017
Ashraf, M. A., Yang, M., Zhang, Y., Denden, M., Tlili, A., Liu, J., Huang, R., & Burgos, D. (2021). A systematic review of systematic reviews on blended learning: trends, gaps and future directions. Psychology Research and Behavior Management, 14, 1525–1541. https://doi.org/10.2147/prbm.s331741
Chen, H. C., & Stotlar, D. (2012). An examination of the motivation and satisfaction of college students enrolled in physical education courses. Sport Science Review, 21(1–2), 43–63. https://doi.org/10.2478/v10237-012-0003-9
Chyung, S. Y. Y., Moll, A. J., & Berg, S. A. (2010). The role of intrinsic goal orientation, self-efficacy, and e-learning practice in engineering education. The Journal of Effective Teaching, 10(1), 22–37. https://files.eric.ed.gov/fulltext/EJ1092160.pdf
Corno, L., & Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18(2), 88–108. https://doi.org/10.1080/00461528309529266
Doğan, U. (2014). Validity and reliability of student engagement scale. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 3(2), 390–403. https://doi.org/10.14686/buefad.201428190
Duncan, T., Pintrich, P., Smith, D., & Mckeachie, W. J. (2015). Motivated strategies for learning questionnaire (MSLQ) manual. ResearchGate. https://doi.org/10.13140/RG.2.1.2547.6968
Eliveria, A., Serami, L., Famorca, L., & Cruz, J. D. (2019). Investigating students’ engagement in a hybrid learning environment. IOP Conference Series: Materials Science and Engineering, 482, 012011. https://doi.org/10.1088/1757-899x/482/1/012011
Erhuvwu, O. S., & Adeyemi, F. T. (2019). Achievement motivation as a predictor of academic achievement of senior secondary school students in mathematics. European Journal of Educational and Development Psychology, 7(3), 36–45.
Fisher, R., Perényi, R., & Birdthistle, N. (2018). The positive relationship between flipped and blended learning and student engagement, performance and satisfaction. Active Learning in Higher Education, 22(2), 97–113. https://doi.org/10.1177/1469787418801702
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: the Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Gao, B. W., Jiang, J., & Tang, Y. (2020). The effect of blended learning platform and engagement on students’ satisfaction—— the case from the tourism management teaching. Journal of Hospitality, Leisure, Sports and Tourism Education, 27, 100272. https://doi.org/10.1016/j.jhlste.2020.100272
Howson, C. K., & Matos, F. (2021). Student surveys: Measuring the relationship between satisfaction and engagement. Education Sciences, 11(6), 297. https://doi.org/10.3390/educsci11060297
Jasper, J. (2021). Measuring student engagement and student satisfaction in online and in-person high school classes [MA thesis]. Dordt University. https://digitalcollections.dordt.edu/cgi/viewcontent.cgi?article=1153&context=med_theses
Ji, H., Park, S., & Shin, H. W. (2022, April). Investigating the link between engagement, readiness, and satisfaction in a synchronous online second language learning environment. System, 105, 102720. https://doi.org/10.1016/j.system.2022.102720
Kepler, T. (2020, December 8). Gymnasielærerne kritiserer centerchef: glorificering af e-læring er farligt Altinget Uddannelse. https://www.altinget.dk/uddannelse/artikel/gymnasielaererne-kritiserer-centerchef-glorificering-af-e-laering-er-farligt
Kim, S., & Kim, D. J. (2021). Structural relationship of key factors for student satisfaction and achievement in asynchronous online learning. Sustainability, 13(12), 6734. https://doi.org/10.3390/su13126734
Law, K. M., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: the mediating effects of social, teaching, and cognitive presence. Computers and Education, 136, 1–12. https://doi.org/10.1016/j.compedu.2019.02.021
Little, P., & Jones, B. (2020). A comparison of student performance in face-to-face classes versus online classes versus hybrid classes using open educational resources. Journal of Instructional Pedagogies, 24. https://eric.ed.gov/?id=EJ1263878
Motevalli, S., Perveen, A., & Michael, M. T. A. (2020). Motivating students to learn: an overview of the literature in educational psychology. International Journal of Academic Research in Progressive Education and Development, 9(3), 63–74. https://doi.org/10.6007/ijarped/v9-i3/7779
Obiosa, N. (2020). Effects of students’ motivation and engagement on students’ satisfaction in a lecture: An empirical analysis. International Journal of Instruction, 13(3), 861–876. https://doi.org/10.29333/iji.2020.13357a
Ozkan, S., & Koseler, R. (2009). A multi-dimensional evaluation of e-learning systems in the higher education context: an empirical investigation of a computer literacy course. 2009 39th IEEE Frontiers in Education Conference. https://doi.org/10.1109/fie.2009.5350590
Pelletier, C., Rose, J., Russell, M., Guberman, D., Das, K., Bland, J., Bonner, H., & Chambers, C. R. (2016). Connecting student engagement to student satisfaction: a case study at East Carolina University. Journal of Assessment and Institutional Effectiveness, 6(2), 123–141. https://doi.org/10.5325/jasseinsteffe.6.2.0123
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813. https://doi.org/10.1177/0013164493053003024
Povera, A. (2022, August 20). Malaysia to have 550 “hybrid classes” by November. News Straits Times. https://www.nst.com.my/news/nation/2022/08/823929/malaysia-have-550-hybrid-classes-november
Priess-Buchheit, J. (2020). Synchronous hybrid learning in times of social distancing A report and case study on benefits, trainer’s challenges, and guidelines. International Journal for Innovation Education and Research, 8(10), 356–364. https://doi.org/10.31686/ijier.vol8.iss10.2689
Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2019). A systematic literature review on synchronous hybrid learning: gaps identified. Learning Environments Research, 23(3), 269–290. https://doi.org/10.1007/s10984-019-09303-z
Raes, A. (2021). Exploring student and teacher experiences in hybrid learning environments: Does presence matter? Postdigital Science and Education, 4(1), 138–159. https://doi.org/10.1007/s42438-021-00274-0
Rajabalee, Y. B., & Santally, M. I. (2020). Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy. Education and Information Technologies, 26(3), 2623–2656.
Ramsey, D., Evans, J., & Levy, M. (2016). Preserving the seminar experience. Journal of Political Science Education, 12(3), 256–267. https://doi.org/10.1080/15512169.2015.1077713
Romero-Hall, E., & Vicentini, C. (2017). Examining distance learners in hybrid synchronous instruction: successes and challenges. Online Learning, 21(4), 141–157. https://doi.org/10.24059/olj.v21i4.1258
Satuti, J. R., Sunaryanto, S., & Nuris, D. M. (2020). Does student satisfaction mediate the correlation between e-learning service quality, academic engagement and academic achievement? Journal of Accounting and Business Education, 5(1), 38–53. https://doi.org/10.26675/jabe.v5i1.12699
She, L., Ma, L., Jan, A., Nia, H.S., & Rahmatpour, P. (2021). Online learning satisfaction During COVID-19 pandemic among Chinese university students: the serial mediation model. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.743936
Trisanti, T., Alsolami, B. M., Kusumawati, H., & Primandaru, N. (2021). Determining factors affected online learning satisfaction: an empirical study in Indonesia during the pandemic Covid-19 period. International Journal of Multidisciplinary and Current Educational Research (IJMCER), 3(1), 334–343.
Walker, E. R., Lang, D. L., Alperin, M., Vu, M., Barry, C. M., & Gaydos, L. M. (2020). Comparing student learning, satisfaction, and experiences between hybrid and in-person course modalities: a comprehensive, mixed-methods evaluation of five public health courses. Pedagogy in Health Promotion, 7(1), 29–37. https://doi.org/10.1177/2373379920963660
Wang, Q., Quek, C. L., & Hu, X. (2017). Designing and improving a blended synchronous learning environment: An educational design research. The International Review of Research in Open and Distributed Learning, 18(3), 99–118. https://doi.org/10.19173/irrodl.v18i3.3034
Wang, Y., & Chui, E. (2016). An exploratory path model of social work students’ satisfaction with field education experience in China. Social Work Research, 40(3), 135–145. https://doi.org/10.1093/swr/svw010
Weitze, C. L., & Ørngreen, R. (2014). The global classroom model simultaneous campus- and home-based education using videoconferencing. Electronic Journal of E-Learning, 12(2), 215–226.
Willson, R. W. (2008). In-class—online hybrid methods of teaching planning theory. Journal of Planning Education and Research, 28(2), 237–246. https://doi.org/10.1177/0739456x08324286
Xiao, J., Sun‐Lin, H., Lin, T., Li, M., Pan, Z., & Cheng, H. (2020). What makes learners a good fit for hybrid learning? Learning competencies as predictors of experience and satisfaction in hybrid learning space. British Journal of Educational Technology, 51(4), 1203–1219. https://doi.org/10.1111/bjet.12949
Zhen, R., Liu, R. D., Ding, Y., Wang, J., Liu, Y., & Xu, L. (2017, February). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 54, 210–216. https://doi.org/10.1016/j.lindif.2017.01.017
Published
2023-04-30
How to Cite
LING, Ying-Leh; CHUA, Wen Wen.
Students Engagement and Students Motivation as Predictors of Learning Satisfaction in a Synchronous Hybrid Learning Space among the TVET Students.
JESS (Journal of Education on Social Science), [S.l.], v. 7, n. 1, p. 1-16, apr. 2023.
ISSN 2550-0147.
Available at: <http://jess.ppj.unp.ac.id/index.php/JESS/article/view/435>. Date accessed: 20 nov. 2024.
doi: https://doi.org/10.24036/jess.v7i1.435.
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Artikel
