Definitions of Variables Tested in the First and Second Hypotheses
| Hypotheses | Variables | Definitions | Questionnaire |
|---|---|---|---|
| First hypothesis | Student satisfaction | It is the consequence of the expectations and experiences of the subject and blended learning course. | Satisfaction and perception aspect is measured by 27 questions. |
| Student perception | Student performance in face-to-face and online courses relies on student perceptions of their learning experiences including: how well or how much they have learned. | ||
| Second hypothesis | Learning outcomes | Learning outcomes are Concise measurable statements of a learning achievement and expressed in terms of what the learner expected to know, understand and be able to do on completion of the program/course. Outcomes usually expressed as knowledge, skills or attitudes. | Blended learning quality aspects are measured by 55 questions as follows:
|
| Student-instructor, student-student interaction and collaboration | Collaborative learning commonly illustrated when groups of students actively engaged and work together to search for understanding, meaning or solutions or to create an artifact or product of their learning. | ||
| Instruction and course administration | Education instructions and administrators organize and manage the administration, support systems and activities that facilitate the effective running of an educational institution. | ||
| Assessment and feedback | Assessment is a process of gathering information, which tells staff not only about student problems and difficulties but also about their competencies, how they have gone about their learning and what they have achieved. Feedback defined as information communicated to the learner that intended to modify the learner’s thinking or behavior for improving learning. |
| First hypothesis | Student satisfaction | It is the consequence of the expectations and experiences of the subject and blended learning course. | Satisfaction and perception aspect is measured by 27 questions. |
| Student perception | Student performance in face-to-face and online courses relies on student perceptions of their learning experiences including: how well or how much they have learned. | ||
| Second hypothesis | Learning outcomes | Learning outcomes are Concise measurable statements of a learning achievement and expressed in terms of what the learner expected to know, understand and be able to do on completion of the program/course. Outcomes usually expressed as knowledge, skills or attitudes. | Blended learning quality aspects are measured by 55 questions as follows: Learning outcomes aspect: 6 questions. Student-instructor, student-student interaction and collaboration aspect: 20 questions. Instruction and course administration aspect: 19 questions. Assessment and feedback aspect: 10 questions. |
| Student-instructor, student-student interaction and collaboration | Collaborative learning commonly illustrated when groups of students actively engaged and work together to search for understanding, meaning or solutions or to create an artifact or product of their learning. | ||
| Instruction and course administration | Education instructions and administrators organize and manage the administration, support systems and activities that facilitate the effective running of an educational institution. | ||
| Assessment and feedback | Assessment is a process of gathering information, which tells staff not only about student problems and difficulties but also about their competencies, how they have gone about their learning and what they have achieved. Feedback defined as information communicated to the learner that intended to modify the learner’s thinking or behavior for improving learning. |