In the Search for the Golden Mean: Students` Satisfaction with Face-to-Face, Blended and Distance Learning
DOI:
https://doi.org/10.18662/rrem/13.1/357Keywords:
police training, student satisfaction, blended learning, distance learning, face-to-face learning, station rotation, flipped classroom, cognitive apprenticeship, SUSS, SSSAbstract
At the present time, digital educational technologies are gradually being introduced into the sectors of education aimed at the complex competencies that combine psychomotor skills and soft skills. Particularly, special tactical police training is aimed at the formation of specific police skills of tactical progression, disposition, communication, as well as decision-making and problem-solving skills. Considering the prevailing tendency in post-Soviet countries to use traditional apprenticeship in police special tactical training, the most justified is the implementation of the concept of cognitive apprenticeship. This concept, on the one hand, allows to create such complex police skills for an unpredictable, chaotic workplace environment, as decision-making and problem-solving, and on the other hand, is based on the teaching experience accumulated by instructors. The important outcome of the orientation of police training on soft skills by the above approaches is the satisfaction of students. In this regard, the study examines the levels of academic satisfaction from traditional, blended, and distance learning. Distance learning was implemented during quarantine due to the Covid-19 pandemic. The study found a higher degree of the students` satisfaction with blended learning than satisfaction with face-to-face and satisfaction with distance learning.
References
Albrecht, B. (2006). Enriching student experience through blended learning. Research bulletin, 12, 1-12.
Beck, A., Barko, V., & Tatarenko, A. (2002). Developing police management training in post-Soviet societies: Understanding the context and setting the agenda. Police Quarterly, 5(4), 447-469.
Biesenbach-Lucas, S. (2003). Asynchronous discussion groups in teacher training classes: Perceptions of native and non-native students. Journal of Asynchronous Learning Networks, 7(3). 24-46.
Birzer, M. L. (2003). The theory of andragogy applied to police training. Policing: an international journal of police strategies & management.
Bradford, D., & Pynes, J. E. (1999). Police academy training: Why hasn’t it kept up with practice? Police Quarterly, 2(3), 283-301.
Brand, M., & Mahlke, K. (2017, September). DNR and the Use of Blended Learning Methodology in German Police Education. In International Conference on Web-Based Learning (pp. 196-201). Springer, Cham.
Bykov, V.Yu., Kukharenko, V.M. (2008) Tekhnolohiia stvorennia dystantsiinoho kursu: Navchalnyi posibnyk [Technology of designing a distance course: Textbook]. Kyiv, Milenium, 324. [in Ukrainian].
Clusky, G. R., Jr., Hodges, C. W., & Smith, S. (2006). The impact of online quizzing on student success in an introductory financial accounting class. Journal of College Teaching & Learning, 3(7), 13-18.
Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014). Online instruction, e-learning, and student satisfaction: A three-year study. The International Review of Research in Open and Distributed Learning, 15(6). http://www.irrodl.org/index.php/irrodl/article/view/1748
Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American educator, 15(3), 6-11.
Collins, A., Brown, J. S., & Newman, S. E. (1987). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics. Thinking: The Journal of Philosophy for Children, 8(1), 2-10.
Flowers, L. A., Moore III, J. L., & Flowers, L. O. (2008). African American students’ satisfaction with distance education courses. Student Affairs On-Line, 9(3).
Fredericksen, E., Swan, K., Pelz, W., Pickett, A., & Shea, P. (1999). Student satisfaction and perceived learning with online courses-principles and examples from the SUNY learning network. Journal of Asynchronous Learning Networks, vol. 4, no 2 (September 2000), pp. 7–41
González-Gómez, F., Guardiola, J., Rodríguez, Ó. M., & Alonso, M. Á. M. (2012). Gender differences in e-learning satisfaction. Computers & Education, 58(1), 283-290.
Govindaraj, A., & Silverajah, V. G. (2017). Blending Flipped Classroom and Station Rotation Models in Enhancing Students' Learning of Physics. In Proceedings of the 2017 9th International Conference on Education Technology and Computers (pp. 73-78).
Hollis, V. & Madill, H. (2006) Online learning: The potential for occupational therapy education. Occupational Therapy International, 13, 61-78
Horn, M., Staker, H. (2015). Blended: Using disruptive innovation to improve schools. San Francisco: Jossey-Bass.
Hussain, N., & Bhamani, S. (2012a). Development of the student university satisfaction scale: reliability and validity. Interdisciplinary Journal of Contemporary Research in Business, 4(3), 332-341.
Hussain, N., & Bhamani, S. (2012b). Investigating Academic Satisfaction of Students in Business Schools of Pakistan. International Symposium on Education, Psychology and Social Sciences Conference Proceedings. Kuala Lumpur 2012, 101-121
Johnson, R. D. (2011). Gender differences in e-learning: Communication, social presence, and learning outcomes. Journal of Organizational and End User Computing, 23(1), 79-94. doi:10.4018/joeuc.2011010105
Kay, R. H. (2009). Examining gender differences in attitudes toward interactive classroom communication systems (ICCS). Computers & Education, 52(4), 730-740. https://doi.org/10.1016/j.compedu.2008.11.015
Krsmanovic, M., Djuric, M., & Dmitrovic, V. (2011, July). A Survey of Student Satisfaction with Distance Learning at Faculty of Organizational Sciences, University of Belgrade. In International Conference on Virtual and Networked Organizations, Emergent Technologies, and Tools (pp. 111-117). Springer, Berlin, Heidelberg.
Kukharenko, V.M., Berezenska, S.M., Buhaichuk, K.L., et al. (2016) Teoriia ta praktyka zmishanoho navchannia : monohrafiia [Theory and practice of blended learning: a monograph]. Kharkiv, Miskdruk, 284 [in Ukrainian].
Lim, J., Kim, M., Chen, S. S., & Ryder, C. E. (2008). An empirical investigation of student achievement and satisfaction in different learning environments. Journal of Instructional Psychology, 35(2), 113.
Lu, H., & Chiou, M. (2010). The impact of individual differences on e-learning system satisfaction: A contingency approach. British Journal of Educational Technology, 41(2), 307-323
Makin, D. A. (2016). A descriptive analysis of a problem-based learning police academy. Interdisciplinary Journal of Problem-Based Learning, 10(1). https://doi.org/10.7771/1541-5015.1544
Martin, O., & Trigwell, K. (2005). Can 'blended learning' be redeemed? E-Learning and Digital Media, 2(1), 17-26.
Navarro, P. (2000). The promise and potential pitfalls of cyberlearning. In R. A. Cole (Ed.), Issues in web-based pedagogy (pp. 281-297). Westport, CT: Greenwood Press.
Ong, C.S., & Lai, J.Y. (2006). Gender differences in perceptions and relationships among dominants of e-learning acceptance. Computers in Human Behavior, 22(5), 816–829.
Osoian, C., Nistor, R., Zaharie, M., & Flueras, H. (2010, June). Improving higher education through student satisfaction surveys. In 2010 2nd International Conference on Education Technology and Computer (ICETC).
Phelps, J. M., Strype, J., Le Bellu, S., Lahlou, S., & Aandal, J. (2016). Experiential learning and simulation-based training in Norwegian police education: Examining body-worn video as a tool to encourage reflection. Policing: a journal of policy and practice, 12(1), 50-65. https://doi.org/10.1093/police/paw014
Powell, D. C. (2007). Student satisfaction with a distance learning MPA program: A preliminary comparison of oncampus and distance learning students’ satisfaction with MPA courses. MERLOT Journal of Online Learning and Teaching, 3(1), 1-18.
Powers, S.M., Davis, M., & Torrence, E. (1999). Person-environment interaction in the virtual classroom: An initial examination. Paper presented at the National Convention of the Association for Educational Communications and Technology, Houston, TX. (ERIC Document Reproduction Service No. ED 436 185).
Rembach, O., Liubych, O., Antonenko, M., Kovalenko, V., Valieiev, R. (2019). University Students` Satisfaction: The Impact of Computer-mediated Blended Learning. Revista Romaneasca pentru Educatie Multidimensionala, 11(4 Supl. 1), 221-241. https://doi.org/10.18662/rrem/186
Roach, V., & Lemasters, L. (2006). Satisfaction with online learning: A comparative descriptive study. Journal of Interactive Online Learning, 5(3), 317-332.
Rodriguez, M. C., Ooms, A., & Montañez, M. (2008). Students’ perceptions of online-learning quality given comfort, motivation, satisfaction, and experience. Journal of interactive online learning, 7(2), 105-125.
Solinas, G., Masia, M. D., Maida, G., & Muresu, E. (2012). What really affects student satisfaction? An assessment of quality through a university-wide student survey. Creative Education, 3(1), 37.
Sorden, S. D., & Munene, I. I. (2013). Constructs related to community college student satisfaction in blended learning. Journal of Information Technology Education: Research, 12(1), 251-270.
Strachota, E. (2003). Student satisfaction in online courses: An analysis of the impact of learner-content, learner-instructor, learner-learner and learner-technology interaction. Doctoral dissertation, University of Wisconsin-Milwaukee. Ann Arbor, Michigan, UMI Publishing
Swan, K. (2001). Virtual interaction - Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance education, 22(2), 306-331.
Tucker, C. (2016). In-Class Flip: The Flipped Classroom Meets the Station Rotation Model. http://catlintucker.com/2016/01/inclassflip/
Tyler, M. A., Mckenzie, W. E. (2014). Training by the dashboard lights: Police training officers' perspectives. Studies in the Education of Adults, 46(1), 74-90. https://doi.org/10.1080/02660830.2014.11661658
Valieiev, R., Polyvaniuk, V., Antonenko, T., Rebkalo, M., Sobakar, A., & Oliinyk, V. (2019). The Effects of Gender, Tenure and Primary Workplace on Burnout of Ukrainian Police Officers. Postmodern Openings, 10(4), 116-131. https://doi.org/10.18662/po/97
Vernadakis, N., Giannousi, M., Tsitskari, E., Antoniou, P., & Kioumourtzoglou, S. (2012). Comparison of student satisfaction between traditional and blended technology course offerings in Physical education. Turkish Online Journal of Distance Education, 13(1), 137-147.
Wagner, R., Werner, J., & Schramm, R. (2002, August). An evaluation of student satisfaction with distance learning courses. In Annual Conference on Distance Learning, University of Wisconsin, Whitewater, WI.
Zhang, W.-Y., & Perris, K. (2004). Researching the efficacy of online learning: a collaborative effort amongst scholars in Asian open universities. Open Learning: The Journal of Open and Distance Learning, 19, 247-264. https://doi.org/10.1080/0268051042000280110
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 The Authors & LUMEN Publishing House
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND
