The determinants of learner satisfaction with the online video presentation method

Abstract

PurposeThe purpose of this paper is to examine the determinants of learners' satisfaction with a new blended learning method, namely online video presentations.Design/methodology/approachThe study tests the proposed model using responses from 353 students who were exposed to the new method. Regression analysis was used to test the hypotheses.FindingsThe results show that both the perceived social (e.g. reduction in comparison bias) and utilitarian (e.g. presentation originality) benefits increase satisfaction with the online video presentation method, from both the creator's and the learner's perspectives.Practical implicationsThis study provides several guidelines to instructors employing blended learning methods, as well as designers of platforms that enable blended learning.Originality/valueThis study provides a model to understand the determinants of learners' satisfaction with a new blended learning method. It looks at these determinants from both the content creators' perspective and the content viewer's perspective.