International Students’ Perceived Usefulness and Satisfaction with Professional Midwifery Blended Learning Course

Eman A. Fadel^1, , Yousif A.¹ and Hanan Hamed Mohammed²

¹Woman’s Health and Midwifery Nursing, Faculty of Nursing, Mansoura University, Egypt

²Community Health Nursing, Faculty of Nursing, Mansoura University, Egypt

Cite this paper:
Eman A. Fadel, Yousif A. and Hanan Hamed Mohammed. International Students’ Perceived Usefulness and Satisfaction with Professional Midwifery Blended Learning Course. American Journal of Nursing Research. 2016; 4(3):108-113. doi: 10.12691/ajnr-4-3-8

Abstract

Although higher education institution interested in the blended learning, it is still in its construction phase at Egyptian Universities. Aim: To assess international students’ perceived usefulness and satisfaction with Midwifery blended learning course. Method: A descriptive research design was utilized on 76 International students at Faculty of Nursing, Mansoura University. Tool of data collection: An on-line self-administered questionnaire which consisted of three parts to assess the international students’ general characteristics, international students’ perceived usefulness of Professional Midwifery blended learning course and factors affecting international students' satisfaction with the blended learning. Results: The present study revealed that most international students had positive perception about usefulness of Midwifery blended course, as it offered a variety of ways to assess students’ learning, provided fewer face to face lecture and more learning material processed in the electronic form and also that blended learning course had attractive features. Additionally, most international students were satisfied with teacher performance in handling the Midwifery blended course and satisfied with the course flexibility. Furthermore, all international students were satisfied with educational environment provided by the blended course, while most of them were not satisfied with the internet speed at University. Conclusion: The present study revealed that most international students had positive perception about usefulness of, and satisfied with Midwifery blended course. Recommendation: Applying extra internet server for University to improve the internet speed.

Keywords:
international students perceived usefulness students' satisfaction

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Abdul Rahman N., Hussein N., &Aluwi, A. (2015). Satisfaction on blended learning in a public higher education institution: what factors matter? Procedia - Social and Behavioral Sciences. 211: 768-775.
[2]	Arbaugh J., (2014). What Might Online Delivery Teach Us About Blended Management Education? Prior Perspectives and Future Directions. Journal of Management Education. 38(6), 784-817.
[3]	Oakley G., (2016). From Diffusion to Explosion: Accelerating Blended Learning at the University of Western Australia. In C. P. Lim, & L. Wang (Eds.), Blended Learning for Quality Higher Education: Selected Case Studies on Implementation from Asia-Pacific (pp. 67-102). Unesco.
[4]	Adesope R., & Ahiakwo R., (2016). Attitude of Educators towards Using Modular Object Oriented Dynamic Learning Environment (MOODLE) for teaching. International Journal of Academic Research and Reflection; 4 (3): 46-52.
[5]	Carvalho A., Areal N., & Silva J., (2011). Students' attitudes of Blackboard and Moodle in a Portuguese university. British Journal of Educational Technology, 42(5), 824-841.
[6]	Johnson L., Becker S., Cummins M., Estrada V., Freeman A., & Hall C., (2016). The New Media Consortium. United States. NMC horizon report: 2016 higher education edition: 1-50.
[7]	Lim C., & Wang T., (2016). A framework and self-assessment tool for building the capacity of higher education institutions for blended learning. In Blended learning for quality higher education: Selected case studies on implementation from Asia-Pacific, (pp. 1-38).
[8]	Singh R., & Kaurt T., (2016). Blended Learning Policies in Place at University Sains Malaysia. Blended. 103. UNESCO, United States.
[9]	Khan Y., &, Iqbal A., (2016): Emerging Factors Affecting Blended Learning in Virtual Learning Environment Framework (VLEF). Sino-US English Teaching, David Publishing. 13 (3), 197-203.
[10]	Patterson J., (2016): The 7 Most Important Benefits of Blended Learning. Knowledge wave. Retrieved from: https://www.knowledgewave.com/blog/benefits-of-blended-learning.
[11]	Megeid N., (2014). E-learning Versus Blended Learning in Accounting Courses. The Quartely Review of Distance Education, 15(2), 33-55.
[12]	Weil S. and De Silva T., (2014). Blended Learning in accounting: a New Zealand Case. Meditari Accountancy Research, 22(2), 224-244.
[13]	Chen W., and Yao A., (2016). An Empirical Evaluation of Critical Factors Influencing Learner Satisfaction in Blended Learning: A Pilot Study. Universal Journal College of Educational Research.4 (7), 1667-1671.
[14]	Tseng H., and Walsh E., (2016). Blended Versus Traditional Course Delivery Comparing Students' Motivation, Learning Outcomes, and Preferences. The Quarterly Review of Distance Education. 17(1), 43-52.
[15]	.NafukhoF., (2015). Handbook of Research on Innovative Technology Integration in Higher Education. IGI Global.
[16]	Aristovnik A., Keržič D., Tomaževič N., & UmekL., (2016). Determining factors of students’ perceived usefulness of e-learning in higher education. International Conference e-Learning.
[17]	Qureshi I., Ilyas K., Yasmin R., &Whitty M., (2012). Challenges of implementing e-learning in a Pakistani university. Knowledge Management and E-Learning. 4(3): 310-324.
[18]	Caner, (2012).The Definition of Blended Learning in Higher Education. Akdeniz University, Turkey. Retrieved from: https://www.researchgate.net/publication/288443155.
[19]	El-Zeftawy A., & Hassan L., (2016). Perception of students regarding blended learning implementation of community health nursing course at faculty of nursing, Tanta University, Egypt. Journal of Nursing Education and Practice. 7 (3): 83-3.
[20]	Tagoe M. (2012). Students’ perceptions on incorporating e-learning into teaching and learning at the University of Ghana. International Journal of Education and Development using Information and Communication Technology (IJEDICT).; 8(1): 91-103.
[21]	Winberg T., and Hedman L., (2008). Student attitudes toward learning, level of pre knowledge and instruction type in a computer-simulation: effects on flow experiences and perceived learning outcomes. Instructional Science, 36(4), 269-287.
[22]	Lo CC. (2010). How student satisfaction factors affect perceived learning. Journal of the Scholarship of Teaching and Learning. 10(1): 47-54.
[23]	Shantakumari N., Sajith P., (2014). A Study of Student’s Perceptions of Blended Learning in certificate courses of Gulf Medical University. Gulf Medical Journal Gmj, Asm 2014; 3(S2): S183-S194 Department of Physiology, Department of Microbiology, Gulf Medical University, Ajman.
[24]	Paechter M, Maier B, Macher D., (2010). Students’ expectations of and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers in Education. 54(1): 222-229.
[25]	Sarıtepeci M., Çakır H., (2015). The Effect of Blended Learning Environments on Student's Academic Achievement and Student Engagement: A Study on Social Studies Course Education and Science. 40 (177): 203-216.