Predictors of Students' Satisfaction with a Hybrid English Course


Hybrid learning is becoming a crucial part of education in the 21st century. It is one of the most popular methods that has been accepted and used in many educational institutions all over the world. Therefore, hybrid learning was adopted in an intermediate English course at a private university in the first semester of the 2017 academic year. This paper studied the satisfaction with the hybrid course of 415 students who experienced a hybrid learning environment (online classes + face-to-face classes) and investigated factors which predicted their satisfaction. The instrument was a five-part questionnaire in a five-rating scale format. The results of the study revealed that the students’ satisfaction with the hybrid course was at a high level. Although computer literacy, attitudes toward hybrid learning, perceptions of the instructor and perceptions of online learning showed positive correlations with students’ satisfaction, these variables were not predictors of satisfaction. In the same vein, gender was not found to be a factor that impacted satisfaction. From this study, attitudes toward hybrid learning were the only one significant predictor for students’ satisfaction with the course. The conclusion part addressed several issues for future course improvement.

KEYWORDS: Hybrid learning, language teaching, online, satisfaction.