Student Experience, Satisfaction and Commitment in Blended Learning: A Structural Equation Modelling Approach

The COVID-19 pandemic led to higher education institutions adopting alternative teaching models to continue their work while complying with health measures. Specifically, in Spain, once the lockdown period was over, universities adopted the blended learning (BL) model, which allowed for a partial re...

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Detalhes bibliográficos
Autores: Batista Toledo, Santiago, Gavilán Bouzas, Diana
Tipo de documento: artigo
Data de publicação:2023
País:España
Recursos:Universidad Complutense de Madrid (UCM)
Repositório:Docta Complutense
Idioma:inglês
OAI Identifier:oai:docta.ucm.es:20.500.14352/73156
Acesso em linha:https://hdl.handle.net/20.500.14352/73156
Access Level:Acceso aberto
Palavra-chave:Higher education
Student experience
Blended learning
Satisfaction
Commitment
Marketing
5311.05 Marketing (Comercialización)
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spelling Student Experience, Satisfaction and Commitment in Blended Learning: A Structural Equation Modelling ApproachBatista Toledo, SantiagoGavilán Bouzas, DianaHigher educationStudent experienceBlended learningSatisfactionCommitmentMarketing5311.05 Marketing (Comercialización)The COVID-19 pandemic led to higher education institutions adopting alternative teaching models to continue their work while complying with health measures. Specifically, in Spain, once the lockdown period was over, universities adopted the blended learning (BL) model, which allowed for a partial return to the classroom. The BL model meant a completely new approach for students that impacted their learning experience. Using structural equation modelling (SEM), this paper explores in-depth students’ experience with BL—social–behavioural, cognitive–affective, sensory and formative—and tests the impact of BL on students’ satisfaction and their commitment to learning. Data were collected from a sample of 467 undergraduate students at Complutense University of Madrid (Spain) who filled out a self-administered questionnaire. The model proposed shows fit indices above the recommended thresholds, indicating an adequate model fit. Results suggest a positive influence of the different dimensions of BL experience on satisfaction. In addition, satisfaction with BL had a positive impact on students’ affective commitment. Going by these results, the students’ experience with BL has been positive, increasing their willingness to study. Finally, the implications of these results for higher educational institutions are discussed and future research lines suggested.MDPIUniversidad Complutense de Madrid20232023-01-0120232023-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14352/73156reponame:Docta Complutenseinstname:Universidad Complutense de Madrid (UCM)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:docta.ucm.es:20.500.14352/731562026-06-02T12:44:21Z
dc.title.none.fl_str_mv Student Experience, Satisfaction and Commitment in Blended Learning: A Structural Equation Modelling Approach
title Student Experience, Satisfaction and Commitment in Blended Learning: A Structural Equation Modelling Approach
spellingShingle Student Experience, Satisfaction and Commitment in Blended Learning: A Structural Equation Modelling Approach
Batista Toledo, Santiago
Higher education
Student experience
Blended learning
Satisfaction
Commitment
Marketing
5311.05 Marketing (Comercialización)
title_short Student Experience, Satisfaction and Commitment in Blended Learning: A Structural Equation Modelling Approach
title_full Student Experience, Satisfaction and Commitment in Blended Learning: A Structural Equation Modelling Approach
title_fullStr Student Experience, Satisfaction and Commitment in Blended Learning: A Structural Equation Modelling Approach
title_full_unstemmed Student Experience, Satisfaction and Commitment in Blended Learning: A Structural Equation Modelling Approach
title_sort Student Experience, Satisfaction and Commitment in Blended Learning: A Structural Equation Modelling Approach
dc.creator.none.fl_str_mv Batista Toledo, Santiago
Gavilán Bouzas, Diana
author Batista Toledo, Santiago
author_facet Batista Toledo, Santiago
Gavilán Bouzas, Diana
author_role author
author2 Gavilán Bouzas, Diana
author2_role author
dc.contributor.none.fl_str_mv Universidad Complutense de Madrid
dc.subject.none.fl_str_mv Higher education
Student experience
Blended learning
Satisfaction
Commitment
Marketing
5311.05 Marketing (Comercialización)
topic Higher education
Student experience
Blended learning
Satisfaction
Commitment
Marketing
5311.05 Marketing (Comercialización)
description The COVID-19 pandemic led to higher education institutions adopting alternative teaching models to continue their work while complying with health measures. Specifically, in Spain, once the lockdown period was over, universities adopted the blended learning (BL) model, which allowed for a partial return to the classroom. The BL model meant a completely new approach for students that impacted their learning experience. Using structural equation modelling (SEM), this paper explores in-depth students’ experience with BL—social–behavioural, cognitive–affective, sensory and formative—and tests the impact of BL on students’ satisfaction and their commitment to learning. Data were collected from a sample of 467 undergraduate students at Complutense University of Madrid (Spain) who filled out a self-administered questionnaire. The model proposed shows fit indices above the recommended thresholds, indicating an adequate model fit. Results suggest a positive influence of the different dimensions of BL experience on satisfaction. In addition, satisfaction with BL had a positive impact on students’ affective commitment. Going by these results, the students’ experience with BL has been positive, increasing their willingness to study. Finally, the implications of these results for higher educational institutions are discussed and future research lines suggested.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-01-01
2023
2023-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14352/73156
url https://hdl.handle.net/20.500.14352/73156
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:Docta Complutense
instname:Universidad Complutense de Madrid (UCM)
instname_str Universidad Complutense de Madrid (UCM)
reponame_str Docta Complutense
collection Docta Complutense
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,223283

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