Design Features for Gender-specific Differences in Blended Learning within Higher Education in Indonesia
Rima Aditya, B., Permadi, A., Nurhas, I., & Pawlowski, J. M. (2019). Design Features for Gender-specific Differences in Blended Learning within Higher Education in Indonesia. In TALE 2019 : IEEE International Conference on Engineering, Technology and Education. IEEE. Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering. https://doi.org/10.1109/TALE48000.2019.9225952
Published inProceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering
© 2020 IEEE
Blended learning offers learning solutions for higher educational institutions facing the industrial revolution 4.0. In this study, we investigated the influence factors student perceptions of blended learning based on gender-specific differences in Indonesia. We applied a research model to systematically assess the effect of design features on the effectiveness of blended learning indicators (intrinsic motivation and student satisfaction). Moreover, we evaluated the research model for both genders separately. Based on the quantitative survey of 223 Indonesian students, our study confirms that the design features significantly influence the effectiveness of blended learning for male and female students.