1 University of Montenegro (MONTENEGRO)
2 University "Mediterranean" (MONTENEGRO)
3 University of Graz (AUSTRIA)
About this paper:
Appears in: INTED2014 Proceedings
Publication year: 2014
Pages: 263-271
ISBN: 978-84-616-8412-0
ISSN: 2340-1079
Conference name: 8th International Technology, Education and Development Conference
Dates: 10-12 March, 2014
Location: Valencia, Spain
Facing many rapid changes and challenges brought by new technologies and competitive pressure, higher education institutions are trying to innovate their service and raise their public reputation concerned by their learners. Education is undergoing a dramatic transformation. Technology plays a powerful role in the life of today’s students and institutions can no longer meet their needs through classroom-based instruction alone. Higher education institutions are increasingly focusing on determining the right model to integrate technologies in teaching and learning in order to fulfill students’ needs and provide education and skills needed for the future society.

Currently higher education is cluttered with point solutions that address one piece of the learning technology ecosystem, but we see the lack of an all-inclusive approach in tackling a more strategic problem of using technology in educational models. Learning management systems are effective portals, but unless properly utilized by instructors, are scant in the content required to serve as effective teaching platforms. Online and open course providers attempt to harness content, but the student experience is incomplete in the absence of valuable interaction and feedback of peers and instructors found in the classroom setting. Their experience accessing instruction through mobile mediums can be equally as frustrating. Tablets, phones and e-readers offer countless benefits, but using them as a primary gateway to course content without features that mimic the classroom can result in an isolating learning experience. Therefore it is not surprising that in some studies special attention is given to collaborative research activities, e.g. the empirical study in the field of using contextual modules for understanding and supporting collaborative learning activities.

Blended learning became the most popular educational model that universities apply for teaching and learning. This model combines online and face-to-face learning environments, in order to enhance learning with implementation of new web technologies and tools in learning process. Meanwhile, use of this model helps maximize instructor efficiency, increasing engagement inside the classroom while simultaneously enabling them to reach more students. Institutions see the benefits as well through retention rates increase, recruitment efforts improve, and early evidence suggests that use of this approach can improve grades. With these advantages, it’s no surprise that blended learning is experiencing a dramatic upsurge in popularity. Today, student demand for blended learning courses continues to outpace most institutions ability to meet this growing need.

In this paper principles of DeLone and Mclean success model for information system are applied to Kano two-dimensional model, for categorizing quality attributes related to satisfaction of students with web based learning system used in blended learning model. Survey results are obtained among the student at “Mediterranean” University in Montenegro. The (dys)functional dimensions of Kano model including Kano basic matrix for assessment of the degree of students’ satisfaction level, have been considered in some more detail through corresponding numerical, graphical and statistical analysis.
Blended learning, DeLone and Mclean success model, Kano (dys)functional model, students’ satisfaction.