Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities

Theoretical Framework

As the prevalence of blended learning in K–12 settings is projected to increase, it is critical to explore factors that influence improved student achievement and satisfaction in these environments. Student satisfaction is paramount, as it influences a number of potential concerns in blended learning settings, including achievement levels and completion rates. Previous models in eLearning settings, including the expectation and confirmation model (Bhattacherjee, 2001), tend to have more of a technology-centric focus and provide limited examination of other factors relevant to student satisfaction in eLearning settings. Sun, Tsai, Finger, Chen, and Yeh (2008), however, presented a more comprehensive framework, extending the focus from technology-centric variables to provide a broader view of factors that influence student satisfaction with blended learning communities. These factors included learner, instructor, course, technology, design, and environmental dimensions. For our study, we adopted a modified version of this framework, omitting design dimensions (perceived usefulness and perceived ease of use), because we felt the framework addresses these dimensions adequately within the other five factors influencing student satisfaction. A detailed explanation of each of the factors that the student survey covered follows.