Perceived learning and satisfaction in a blended teacher education program: an experience of Malaysian teacher trainees

Blended learning, as a new approach to education, is rapidly being adopted by educational institutions for the purpose of teacher education or teacher training. This study reports the results of a survey exploring the relationships between perceived learning and satisfaction in a blended teacher edu...

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Main Authors:	Karimi, Leila, Tunku Ahmad, Tunku Badariah
Format:	Article
Language:	English
Published:	Anadolu University, Turkey 2013
Subjects:	LB Theory and practice of education
Online Access:	http://irep.iium.edu.my/32361/ http://irep.iium.edu.my/32361/ http://irep.iium.edu.my/32361/1/ARTICLE_3_Blended_Learning_Leila_Karimi.pdf

id	iium-32361
recordtype	eprints
spelling	iium-323612013-10-22T02:19:12Z http://irep.iium.edu.my/32361/ Perceived learning and satisfaction in a blended teacher education program: an experience of Malaysian teacher trainees Karimi, Leila Tunku Ahmad, Tunku Badariah LB Theory and practice of education Blended learning, as a new approach to education, is rapidly being adopted by educational institutions for the purpose of teacher education or teacher training. This study reports the results of a survey exploring the relationships between perceived learning and satisfaction in a blended teacher education program among three different groups of specialization at the Institute of Education, International Islamic University Malaysia (IIUM). This study was mainly exploratory in nature, employing specifically the quantitative research method, utilizing cross-sectional survey as the method of data collection. The respondents consisted of 170 teacher trainees who were randomly selected through quota sampling. The instrument used to collect data was a modified questionnaire that measured the respondents’ perception of learning and satisfaction in the blended teacher education program. The respondents reported high levels of perceived learning and satisfaction toward the blended teacher education program. The results showed positive and moderate correlation between perceived learning and satisfaction, while there was no statistically significant difference among all groups of teacher trainees’ perception of learning and satisfaction. Anadolu University, Turkey 2013-07 Article PeerReviewed application/pdf en http://irep.iium.edu.my/32361/1/ARTICLE_3_Blended_Learning_Leila_Karimi.pdf Karimi, Leila and Tunku Ahmad, Tunku Badariah (2013) Perceived learning and satisfaction in a blended teacher education program: an experience of Malaysian teacher trainees. Contemporary Educational Technology, 4 (3). pp. 197-211. ISSN 1309-517X http://www.cedtech.net/articles/43/434.pdf
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Karimi, Leila Tunku Ahmad, Tunku Badariah Perceived learning and satisfaction in a blended teacher education program: an experience of Malaysian teacher trainees
description	Blended learning, as a new approach to education, is rapidly being adopted by educational institutions for the purpose of teacher education or teacher training. This study reports the results of a survey exploring the relationships between perceived learning and satisfaction in a blended teacher education program among three different groups of specialization at the Institute of Education, International Islamic University Malaysia (IIUM). This study was mainly exploratory in nature, employing specifically the quantitative research method, utilizing cross-sectional survey as the method of data collection. The respondents consisted of 170 teacher trainees who were randomly selected through quota sampling. The instrument used to collect data was a modified questionnaire that measured the respondents’ perception of learning and satisfaction in the blended teacher education program. The respondents reported high levels of perceived learning and satisfaction toward the blended teacher education program. The results showed positive and moderate correlation between perceived learning and satisfaction, while there was no statistically significant difference among all groups of teacher trainees’ perception of learning and satisfaction.
format	Article
author	Karimi, Leila Tunku Ahmad, Tunku Badariah
author_facet	Karimi, Leila Tunku Ahmad, Tunku Badariah
author_sort	Karimi, Leila
title	Perceived learning and satisfaction in a blended teacher education program: an experience of Malaysian teacher trainees
title_short	Perceived learning and satisfaction in a blended teacher education program: an experience of Malaysian teacher trainees
title_full	Perceived learning and satisfaction in a blended teacher education program: an experience of Malaysian teacher trainees
title_fullStr	Perceived learning and satisfaction in a blended teacher education program: an experience of Malaysian teacher trainees
title_full_unstemmed	Perceived learning and satisfaction in a blended teacher education program: an experience of Malaysian teacher trainees
title_sort	perceived learning and satisfaction in a blended teacher education program: an experience of malaysian teacher trainees
publisher	Anadolu University, Turkey
publishDate	2013
url	http://irep.iium.edu.my/32361/ http://irep.iium.edu.my/32361/ http://irep.iium.edu.my/32361/1/ARTICLE_3_Blended_Learning_Leila_Karimi.pdf
first_indexed	2023-09-18T20:46:42Z
last_indexed	2023-09-18T20:46:42Z
_version_	1777409723480408064

Perceived learning and satisfaction in a blended teacher education program: an experience of Malaysian teacher trainees

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