Evaluating the satisfaction of hybrid learning among undergraduate health science students
DOI:
https://doi.org/10.46542/pe.2024.242.109114Keywords:
Health science student, Hybrid learning, Learning environment, student satisfactionAbstract
Background: Hybrid learning combines traditional face-to-face instruction with online or digital learning components and has gained significant popularity in recent years.
Objective: This study aimed to assess the satisfaction of hybrid learning among undergraduate health science students and identify the factors associated with the satisfaction level, providing further insights into improvements in hybrid learning adoption to make effective use of the learning approach.
Methods: An online survey was distributed to the undergraduate health science students at Taylor’s University in Malaysia. Students’ satisfaction and the associated factors were assessed using a 5-point Likert scale using Pearson Chi-square and logistic regression analysis test where p-value < 0.05 is considered statistically significant.
Results: More than half of the students (66.7%) in this study expressed positive satisfaction towards hybrid learning. Internet connection was determined as one of the students' satisfaction-related factors (p=xx). Multivariate binary logistics regression demonstrated that course structure, perceived ease of use, student-instructor interaction and students’ attitude toward hybrid learning had a statistically significant impact on students’ satisfaction with the hybrid learning approach.
Conclusion: Students' satisfaction is valuable input for institutions and instructors to enhance the quality of hybrid learning in the future to optimise students' learning experience.
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