Effect of Blended Learning Classroom Environment on Student’s Satisfaction

Shojae Aldin Kalantarrashidi, Ebrahim Mohammadpour, Faranak Sahraei


This study investigates the impact of blended learning classroom environment on students’ satisfaction. The study was carried out in Farhangian University, College of Hazrate Fatemah, Khuzestan Iran, for undergraduate students who were studying in the field of primary education. To examine the level of students’ satisfaction, after undergoing blended learning, a questionnaire and interview form were prepared. The data obtained from students’ responses to the questionnaire and the interview form from different groups of blended learning environment, namely high technology dominant, balance technology and face to face, and face to face dominant. Descriptive statistic indices were used to describe the data. The results indicate that students’ satisfaction in the balance technology and face to face classroom environment was higher than that of the other two classroom environments. That is, students were more satisfied with balance technology and face to face than the other two classes. In addition, the students were preferred to take more courses in a balance technology and face to face classroom environment compared to other two classroom environments.

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DOI: https://doi.org/10.11114/jets.v3i5.1013


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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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