This document summarizes a study on Korean EFL students' perceptions of effective course content in blended learning courses. The study aimed to understand student satisfaction with course content and discussion forum topics. It surveyed 43 students in two freshman English communication skills classes. Most students reported being satisfied with the general content, but some wanted more diverse topics, including global or domestic issues. The findings provide implications for enhancing blended learning course content based on student needs and perspectives. Limitations and opportunities for future research are also discussed.

1. Andrea R. Lee
Konkuk University
South Korea
Student’s Perceptions of Effective
Course Content in Blended
Learning Courses in South Korea

2. What is Blended Learning?
• Combines online and face-to-face instruction
(Dudeney & Hockly, 2007)
• Sometimes referred to as hybrid learning, mix
ed learning, and blended e-learning.
• Procter (2003) defined blending learning as
“the effective combination of different modes
of delivery, models of teaching and styles of
learning” (p. 3).

3. Purpose
• To gain more insight into students’
perceptions of effective course content in
blended learning EFL courses in South Korea

4. What is student satisfaction?
• Perceived usefulness of the course (McDonald,
2004)
• Instructor qualities, online course system, &
course support (Ahmed, 2010)
• Usefulness of the course, communication
with instructors, applicability of the course
(Zhao & Yuan, 2010)

5. Question 1: How do Korean EFL students perceive their
satisfaction with course content in the
blended learning classroom?
Question 2: How do Korean EFL students perceive their
satisfaction with discussion forum topics in the
blended classroom?
Question 3: What changes can be made in the future to
make the course content in the blended learning classroom
more satisfying to students?
Research Questions

6. Course Design & Methodology
• Course Instruction
• Canvas LMS
• Purposive and convenience sampling
• 2 freshman English communication skills
classes (n=43)

7. Discussion Forums
Focus Groups
Questionnaires
Class Observations
Interviews
• Data Collection

8. Data Analysis
• Looked for patterns, common themes, and
quotes to develop the essence of the
participants’ experience
• Phenomenological Analysis

9. Results
• General satisfaction with the content of the online
component of the blended learning class
• All (n=43) but four students reported being satisfied
or very satisfied with the course content
• They wanted more diversity in the topics discussed
though including global or domestic issues

10. Results: Satisfied with Content
• “I like the topics. Since students are different levels in the class, I
think it would be too hard to have difficult topics. Sometimes I
hard a hard time with the topics.”
• “I think the topics are useful and practical. We discussed topics
that are common in our daily lives.”
• “I like the topics. These topics make learning English fun. If the
topics are too difficult, it will be difficult to enjoy studying.”
• “The discussion topics are good. I like discussing my experiences.”

11. Results: Unsatisfied with Content
• “I like the topics of the online class discussions, but they are a little
basic. We are English and business majors mostly and should be
writing about various topics including business, economics, trade,
social, and international issues.”
• “We need to discuss more global issues since worldwide
communication is important for our future.”
• “I want more advanced topics… deeper topics.”
• “I would like to talk about social issues more and controversial
topics.”
• “We need more international issues.”
• “Let students choose discussion topics.”

12. Implications
• Blended learning is critical for many EFL programs since
English may be used extensively online in the students’
future career.
• Blended learning provides students with additional language
practice outside of the brick-and-mortar classroom.
• Conduct student needs analyses
• Gaining more insight into the students’ perceptions on the
effectiveness of blended learning content will help enhance
current blended learning classes

13. Limitations & Future Research
• Research conducted on only two classes
• The instructor was the researcher
• Examining students’ perceptions in the second
semester session of the course
• Additional qualitative studies to gain more insight
into course content and specifically which discussion
topics students are most satisfied with

14. Andrea R. Lee
andrea1216@kku.ac.kr

15. References
Dudeney, G., & Hockly, N. (2007). How to Teach English with Technology. Harlow, United
Kingdom: Longman Publishing.
McDonald, J. (2004). Students’ satisfaction with a hybrid course offering: An Australian
case study. The Proceedings of International Conference on Computers in Education, 1041-
1050.
Procter, C., (2003) Blended Learning in Practice, In Inaugural Education in a Changing
Environment conference. University of Salford, Salford
Selim, A. H. M. (2010). Empirical research: Hybrid E-learning acceptance model: Learner
perceptions. Decision Sciences Journal of Innovative Education, 8(2), 313-346.
Zhao, G., & Yuan, S. (2010). Key factors of effecting blended learning satisfaction: A study
on Peking university students. Hybrid Learning Lecture Notes in Computer Science, 6248,
282-295.