The underlying factors of learner readiness and satisfaction in blended learning environment

Abstract

The purpose of this study was to explore the determinants of learner satisfaction in blended learning environment by examining learner readiness variables. This research examined the relationship between learner readiness and learner satisfaction and identified the predictors of learner satisfaction. The participants were 325 undergraduate students who took a blended-format courses in one of the private universities in Malaysia. Data was collected using an online survey. The analysis of the quantitative data indicated that learner satisfaction has statistically positive relationship with learner readiness. This means that students who perceived high level of readiness to learn in blended courses tended to be more satisfied with their courses than those who perceived low levels of readiness. Additionally, the outcomes from the multiple linear regression analysis demonstrated that there are five critical factors of learner satisfaction namely performance expectation, self-directed learning, online communication self-efficacy, motivation for learning and learner control The findings strongly indicated the importance of learner readiness in predicting and understanding learner satisfaction in blended learning environment. The implications and limitations were also discussed in this paper. This study highlights the importance for institutions and instructors to cater for learner satisfaction in implementing blended learning to optimize students’ experiences so that learning outcomes and satisfaction could be enriched.