Comparison of Students’ Satisfaction and Dissatisfaction Factors in Different Classroom Types in Higher Education

Abstract

Effective classroom learning requires a good learning environment integrated with quality teaching, quality course content, and a collaborative approach towards learning. This study sets out to examine the drivers of student satisfaction and dissatisfaction in the three classroom settings common to higher education: face-to-face, Web-based, and blended classrooms. The Critical Incident Technique was used to collect data and to form categories of satisfaction and dissatisfaction factors. The results indicate that student satisfaction/dissatisfaction factors change in different classrooms. In face-to-face classrooms, the instructor’s teaching ability and level of enthusiasm are the most critical factors. On the other hand, availability of the online learning system turned out to be the most critical factor in both Web-based and blended learning contexts. The mix of different interaction types makes the blended classroom popular with students. Regardless of classroom environment, a collaborative learning style remains a key factor in achieving students’ satisfaction, which leads to better learning performance.