Student Experiences of Blended Learning in Interior Architecture

Yasemin Afacan
Journal of Information Technology Education: Research  •  Volume 17  •  2018  •  pp. 399-422

This study investigates, through structural equation modeling, the direct and indirect effects of blended learning on overall course satisfaction and student performance in interior architecture.

For critical education contexts, it is important to analyze student satisfaction with blended learning as well as its effects on student performance. In the context of teaching design, there is a need for in-depth research to understand what factors determine satisfaction with blended learning and how these factors affect performance in design courses both directly and indirectly.

To explore the student experiences of blended learning and its effects on the relationship between overall course satisfaction and student performance, data was collected through a survey instrument from a randomly selected 306 undergraduate students, 220 female and 86 male, each enrolled in four daytime blended learning sections of a design course.

Different than other studies, this study contributes to the literature by investigating the direct and indirect effects of a blended learning environment on the relationship between overall course satisfaction and student performance in the interior architecture context, rather than solely focusing on satisfaction or performance.

The findings show that satisfaction with blended learning has a significant and direct influence on performance. Different than the studies in blended learning satisfaction literature, the study found blended interpretation and experience as significant contributors to impact blended learning satisfaction in design courses.

The findings in the study are intended to assist design instructors in improving student satisfaction of a blended design course in order to enjoy the possibilities of new information and communication technologies (ICTs) as well as to serve as a basis for developing an effective course mechanism in a blended design curriculum.

The study focused on the mediating effect of only one variable, which was performance, but researchers could investigate more variables, such as experience, learning strategies, and retention as having mediating effects on student satisfaction in different blended learning models in design courses.

This study emphasizes that students’ satisfaction with blended learning in challenging learning environments like interior architecture provides learners with choices to develop more student-centered instruction and increased performance and engagement.

It is advisable to (i) explore the blended learning behavior of international design students compared with national students and (ii) investigate potential implications of computer-mediated feedbacks on student creativity.

blended learning, design teaching, student performance, course satisfaction, personalized learning
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