Abstract
The traditional instructor-led classroom training has been a dominant training method for millennia. During the past few decades, the information and communications technology have evolved in giant leaps. This has brought new options for providing of and participating in training. Online participation has been found to be a cost-effective way to attend training using standard consumer technology. It allows people to attend to training regardless their physical location, allowing them to deal with the time and cost pressures typically faced in workplaces. But is online participation as effective as classroom training? Previous studies in the higher education sector have demonstrated that the student satisfaction and learning outcomes do not differ between online and classroom participants. However, little is known how does the learning channel affect commercial ICT-training, where typical courses are full-day instructor lead courses lasting one to four days. We studied student satisfaction of a commercial ICT-training provider, which provides hybrid courses having both online and classroom participants. As anticipated, the results show that online participants are not as satisfied with course arrangements as the classroom participants. The most surprising finding is that there is a small, but statistically significant, difference how participants perceive teacher’s substance skills. This suggests that teachers might not be able to share their knowledge online as effectively as in the classroom. The results also provide some techniques and tools which could improve online participants’ satisfaction.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Lokken, F., Mullins, C.: ITC 2013 distance education survey results, in trends in eLearning: tracking the impact of eLearning at community colleges, Washington (2014)
Berger, R.: Corporate learning goes digital. How companies can benefit from online education. Roland Derber Strategy Consultants, Munich, 20 (2014)
Trainingmag: Training Industry Report 2016, Trainingmag (2016)
Johnson, S.D., et al.: Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments. J. Interact. Learn. Res. 11(1), 29–49 (2000)
Allen, M., et al.: Comparing student satisfaction with distance education to traditional classrooms in higher education: a meta-analysis. Am. J. Distance Educ. 16(2), 83–97 (2002)
Merisotis, J.P., Phipps, R.A.: What’s the difference?: outcomes of distance vs. traditional classroom-based learning. Change Mag. High. Learn. 31(3), 12–17 (1999)
Syynimaa, N.: Does the learning channel really matter? Insights from commercial online ICT-training. In: 9th International Conference on Computer Supported Education (CSEDU 2017), April 21st–23rd 2017. INSTICC, Porto, Portugal (2017)
Leppänen, S.M., Syynimaa, N.: From learning 1.0 to learning 2.0: key concepts and enablers. In: 7th International Conference on Computer Supported Education (CSEDU 2015). INSTICC, Lisbon, Portugal (2015)
Koper, R.: Conditions for effective smart learning environments. Smart Learn. Environ. 1(5), 1–17 (2014)
Roth, W.-M.: Gestures: their role in teaching and learning. Rev. Educ. Res. 71(3), 365–392 (2001)
Schertz, J.: Updating the CX5000 and RoundTable firmware, 20th April 2017 (2012). http://blog.schertz.name/2012/02/update-cx5000-rt-firmware/
Sun, P.-C., et al.: What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Comput. Educ. 50(4), 1183–1202 (2008)
Knipe, D., Lee, M.: The quality of teaching and learning via videoconferencing. Br. J. Educ. Technol. 33(3), 301–311 (2002)
Acknowledgements
The author would like to express his gratitude to TrainingCorp for providing access to the feedback data used in this study.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG, part of Springer Nature
About this paper
Cite this paper
Syynimaa, N. (2018). How Does the Learning Channel Affect Student Satisfaction in Hybrid Courses. In: Escudeiro, P., Costagliola, G., Zvacek, S., Uhomoibhi, J., McLaren, B. (eds) Computers Supported Education. CSEDU 2017. Communications in Computer and Information Science, vol 865. Springer, Cham. https://doi.org/10.1007/978-3-319-94640-5_10
Download citation
DOI: https://doi.org/10.1007/978-3-319-94640-5_10
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-94639-9
Online ISBN: 978-3-319-94640-5
eBook Packages: Computer ScienceComputer Science (R0)