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University Students` Satisfaction: The Impact of Computer-mediated Blended Learning

Author

Listed:
  • Olha Rembach

    (Khmelnytsky Leonid Yuzkov University of Management and Law, Khmelnytsky, Ukraine)

  • Oleksandr Liubych

    (Academy of State Penitentiary service, Chernihiv, Ukraine)

  • Mykhajlo Antonenko

    (Volodymyr Dahl East Ukrainian National University, Severodonetsk, Ukraine)

  • Volodymyr Kovalenko

    (Luhansk State University of Internal Affairs named after E. Didorenko, Severodonetsk, Ukraine)

  • Ruslan Valieiev

    (Dnipropetrovsk State University of Internal Affairs, Dnipro, Ukraine)

Abstract

Penitentiary systems in transition countries are in a state of reform. This factor imposes additional difficulties in the vocational training of future probation and correctional officers. Improving the process of their instruction at universities should consider the condition of their satisfaction and efficiency of modern educational technologies. During the experiment, the online intranet course was implemented in the educational process. This course oriented to the stimulation of students` emotional-motivational states, facilitation of cognitive abilities and using of practice-oriented educational exercises for autonomous learning. The student satisfaction was measured with SUSS – the Students University Satisfaction Scale (Cronbach’s alpha coefficient α=0.90). At the end of the experiment, t-test (with independent samples) displayed that students of the experimental group (n=82) had significantly higher scores for students` satisfaction than the students of the control group (n=82, t=4.24), especially satisfaction with curriculum (t=7.78), teaching and learning (t=7.65). The results of the study confirm the effectiveness of blended learning, in particular, the Station-Rotation model, to increase students' motivation and satisfaction. Practical implications include the implementation of online courses in basic academic disciplines in the training of Ukrainian probation and correctional officers. Instructional Design Implications include further study of the realized techniques, methods and models of blended learning.

Suggested Citation

  • Olha Rembach & Oleksandr Liubych & Mykhajlo Antonenko & Volodymyr Kovalenko & Ruslan Valieiev, 2019. "University Students` Satisfaction: The Impact of Computer-mediated Blended Learning," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 11(4Sup1), pages 221-241, December.
    • Handle: RePEc:lum:rev1rl:v:11:y:2019:i:4sup1:p:221-241
    DOI: https://doi.org/10.18662/rrem/186
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    References listed on IDEAS

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    1. Iryna Liashenko & Lyudmyla Hnapovska, 2019. "Blended Education: Patterns of Implementation at Sumy State University," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 11(3), pages 141-162, September.
    2. Lambert, Eric & Paoline III, Eugene A., 2010. "Take this job and shove it: An exploratory study of turnover intent among jail staff," Journal of Criminal Justice, Elsevier, vol. 38(2), pages 139-148, March.
    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    student satisfaction; blended learning; e-learning; correctional officer training; probation officer training; parole officer training; SUSS;
    All these keywords.

    JEL classification:

    • A23 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Graduate

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