Student Engagement and Satisfaction Between Different Undergraduate Blended Learning Courses
Abstract: The University of Alberta has established a special funding envelope to support the implementation of digital learning activities across the university. In early spring 2014, seven undergraduate courses received funding for redevelopment into a blended learning format. The purpose of this study was to compare student engagement and satisfaction in these different courses. The study used an alternative treatment post-test-only with nonequivalent group design, and a total of 569 undergraduate students participated in the post-test online survey. Results showed statistically significant differences in student engagement and satisfaction scores between the courses. Even though these results are aligned with the current literature, student engagement was influenced by the level of the course, and student satisfaction was permeated by the sense of intimacy and connection with the instructor over the online videos.