Student satisfaction and commitment towards a blended learning finance course: A new evidence from using the investment model |
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| Institution: | 1. ESCP Europe Business School, London Campus, Department of Financial Reporting and Audit, 527 Finchley Road, London NW3 7BG, UK;2. Department of Accounting and Finance, School of Business, Athens University of Economics and Business (AUEB), 76 Patision Str., Athens, GR10434, Greece;1. Helmholtz-Centre for Environmental Research (UFZ), Germany;2. Global Canopy Programme (GCP), UK;3. Instituto de Pesquisa Ambiental da Amazônia (IPAM), Brazil;4. International Institute for Applied Systems Analysis (IIASA), Austria;5. International Institute for Sustainability (IIS), Brazil;6. Vivid Economics, UK;7. Universidad Nacional Agraria La Molina, Peru;8. Instituto Nacional de Pesquisas Espaciais (INPE), Brazil;1. Chairman & Assistant Professor, Centre for Food & Agri-business Management, Indian Institute of Management, Prabandh Nagar, Lucknow, 226 013, Uttar Pradesh, India;2. Associate Professor, School of Rural Management, XIM University, Bhubaneswar, Odisha, India |
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| Abstract: | The present study uses an amended version of a well-known investment model to investigate the levels of satisfaction and commitment of finance students enrolled on a blended e-learning programme. First, it presents new empirical evidence for the validity of each construct and validates the proposed investment model. Second, it examines whether students’ grade point average (GPA) scores influence their levels of satisfaction and commitment the course. A random sample of 100 undergraduate students enrolled at King Khalid University in Saudi Arabia was surveyed using both qualitative and quantitative approaches. The proposed investment model was suitable for predicting the levels of student satisfaction and commitment in a blended learning environment, especially finance courses. However, the levels of satisfaction and commitment among students did not reach the proposed cut-off point for high commitment/satisfaction, which implied that levels of student satisfaction and commitment were only in the middle of the range. Specifically, the results showed a significant negative correlation between the level of satisfaction and GPA score, but a significant positive correlation between student commitment and GPA score. The study also highlights areas in which further research and analysis is recommended. |
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| Keywords: | Satisfaction Commitment Blended learning Investment model Finance course |
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