The Effect of Human Interactions on Student Performance and Satisfaction of Blended Learning

Abstract

ABSTRACTThis paper examines whether human interaction in blended learning enhances student performance and satisfaction for an introductory principles of accounting course over the period 2010-2011. It has been argued that interaction is one of the most important components of any learning experience (Dewey, 1938; Vrasidas & McIsaac, 1999). Results indicate that the blended course with greater human interactions does not impact the student performance after controlling several control factors such as prior GPA, math grade, gender and transfer status. However, student evaluation improves with greater interaction, suggesting human interaction is associated with greater satisfaction with teaching.INTRODUCTIONIt has been argued that blended learning allows faculty to integrate the best of the online learning environment with the best of the face-to-face learning environment (Graham, 2005), and it works better than purely online and purely face-to-face learning. However, it has not reached a consensus on to better incorporate the face-to-face and online teaching resources. This study provides additional evidence on blended course implementation, student performance and satisfaction for introductory financial accounting course by emphasizing the effect of human interactions in blended course.Interaction is one of the most important components of any learning experience, and it has been identified as an essential characteristic of successful distance learning courses (Fulford & Zhang, 1993; Mclsaac & Gunawardena, 1996; Moore, 1989; Wagner, 1994). Previous studies have identified a theoretical basis for defining interaction (Hillman, Willis, & Gunawardena, 1994; Moore, 1989; Wagner, 1994; Zhang & Fulford, 1994). (Moore, 1989) distinguishes three types of interactions for distance education: (1) learner-instructor interactions that provide motivation, feedback, and dialogue between teacher and students; (2) learner-content interactions, through which students may acquire facts; (3) learner-learner interactions, through which students exchange and sharpen subject-related knowledge. (Hillman et al., 1994) argue that past discussions of interaction failed to acknowledge the fact that for any of the three types of interactions to take place, the learner had to interact with the medium. Therefore, they propose a learner-media interaction. (Zhang & Fulford, 1994) emphasize the important and complex interplay between interaction for instructional purposes and interaction based on social connections and perceptions of connections among participants. In this study, we focus on two human interactions: learner-instructor interactions and learner-learner interactions.(AACSB, Revised 2007) recommends that a mix of student-faculty and student-student interaction be included in quality distant learning program. Considering behavioral and cognitive theory, (Bryant & Hunton, 2000) argue that Feedback should be given to students to monitor their progress and reinforce positive behavior. (Guideline #3). Individual characteristics of learner should be taken into account in instructional design, e.g., the prior knowledge of the student, the motivation of the student, and the learning style of the students. (Guideline #4). (Bryant, Kahle, & Schafer, 2005) raise questions such as what are the factors related to student satisfaction with a technical topic like accounting? as well as how does increased interactivity promote knowledge transfer in accounting distance education? This study tries to answer these questions by looking at the human interaction in blended introductory financial accounting courses.The empirical tests use one blended course for two semesters. The difference is that one semester has greater human interactions. We posit that the communication from the instructor prior to the online assignment, the timely feedback on the individual/overall task performance, as well as the communication among the student group members effectively enhance student motivation and mental effort. …