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Revising the Importance of Factors Pertaining to Student Satisfaction in Higher Education

Literature Abdullah, F. (2005). HEdPERF versus SERVPERF: the quest for ideal measuring instrument of service quality in higher education sector. Quality Assurance in Education , 13(4), 305-328, https://doi.org/10.1108/09684880510626584 Ali, F., Zhou, Y., Hussain, K., Nair, P.K., &Ragavan, N. A. (2016). Does higher education service quality effect student satisfaction, image and loyalty? Quality Assurance in Education , 24(1), 70-94, https://doi.org/10.1108/QAE-02-2014-0008 Alves, H., &Raposo, M. (2010). The influence of university image on

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Transactional Distance Dialogic Interactions and Student Satisfaction in a Multi-Institutional Blended Learning Environment

and Continuing Education, 2007(113), 13-24. 10. Ekwunife-Orakwue, K. C., & Teng, T.L. (2014). The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments. Computers & Education, 78, 414-427. 11. Fullwood, E. D. (2015). Influence of the use of online communications media on perceptions of transactional distance and student satisfaction in a hybrid education program. Doctoral dissertation, Oklahoma State University. 12. Horzum, M. (2011). Developing

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International Student Satisfaction and Loyalty: A Comparative Study of Malaysian and Australian Higher Learning Institutions

References Abe, J., Talbot, D.M., & Geelhoed, R.J. (1998) Effects of a Peer Program on International Student Adjustment. Journal of College Student Development, 39(6), 539–547. Anderson, E.W. (1998) Customer satisfaction and word of mouth. Journal of Service Research, 1 (1), 5–17. Angell, R.J., Heffernan, T.W. and Megicks, P. (2008) Service quality in postgraduate education. Quality Assurance in Education, 16 (3), 236–54. Arambewela, R. (2008) A Model of Student Satisfaction: International Postgraduate Students from Asia

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Education, educational services and students’ satisfaction - comparative study between Romanian and Iraqi universities

References Aydin, S., Ozer, G., & Arasil, O., (2005). Customer loyalty and the effect of switching costs as a moderator variable, Marketing Intelligence and Planning, 23 (1), 89-103. Anderson, E.W., Fornell C., and Mazvancheryl, S.K., (2004). Customer satisfaction and shareholder value, Journal of Marketing, 68 (October), 172–185. Bryant, J.L., (2006). Assessing expectations and perceptions of the campus experience: the Noel-Levitz student satisfaction inventory, New Directions for Community Colleges, 134 . Bradley, D., Noonan, P

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We are Happy Here and We Will Stay, What about You? The Cross-Level Impact of Employee Loyalty and Performance on Student Loyalty

Journal of Administrative Sciences 29 (2): 280-293. Bhatti, K. K. and Qureshi, T. M. 2007. Impact of employee participation on job satisfaction, employee commitment and employee productivity. International Review of Business Research Papers 3 (2): 54-68. Blackmore, J., Douglas, A. and Barnes, B. 2006. Measuring student satisfaction at a UK university. Journal for Quality Assurance in Education 14 (3):251-267. Bloemer, J., & de Ruyter, K. (2010). Customer loyalty in high and low involvement service settings: The moderating

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Blended synchronous learning environment: Student perspectives

Abstract

Distance education environments can take many forms, from asynchronous to blended synchronous environments. Blended synchronous learning environment (BSLE) can be defined as an innovative setting in which students can decide to attend classes either face-to-face or via a synchronous virtual connection. Many educators are unfamiliar teaching in BSLE because of lack of experience or exposure to this delivery method. Thus, it is important to understand the optimal organisational structures and the effective management of BSLE courses to facilitate student learning and interaction. Seeking to understand this teaching method, an exploratory mixed-method study was conducted to examine graduate students’ perceptions of the BSLE. Quantitative and qualitative data was collected from a questionnaire and analysed. The findings revealed that students were satisfied with the BSLE, interactions, and the instructor. However, findings showed that the instructor divided attention between face-to-face and online synchronous students, which can cause cognitive overload and compromise the quality of instruction. Additionally, this study suggests that technical difficulties can affect students’ satisfaction with BSLE courses. Implications for further research and limitations are discussed.

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Students Motives and Satisfaction with Studies in the Area of Natural Sciences and Their Willingness to Continue Studies in Teacher Education

Students Motives and Satisfaction with Studies in the Area of Natural Sciences and Their Willingness to Continue Studies in Teacher Education

Natural sciences teachers have a key role to play in creating knowledge and skills. However, Estonian students' interest in studying natural sciences and their willingness to continue studies in teacher education have decreased. This study was designed to assess: 1) how clear the students' motives to study natural sciences was; 2) how the clarity of motives relate to student satisfaction with their studies and 3) how student satisfaction with studies relate to their interest in continuing studies in teacher education. The participants of the study (N=92) were natural sciences students at Tallinn University. The data was collected using an adapted Learning and Studying Questionnaire by Entwistle et al. (2002) and questions designed by the authors of the study. The SPSS programme was used to analyse the data. The results of the study show that carefully planned curriculum selection and positive learning experiences increase student willingness to choose teacher education.

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On the Intention to Use an Online Learning Platform Feature

. 92-118. Joo, Y. J., Lim, K. Y., Kim, E. K. Online university students' satisfaction and persistence. Computers & education , 2011, vol. 57, N 2, p. 1654-1664. Chiu, C-M, Wang, E. T. G. Understanding web-based learning continuance intention: the role of subjective task value. Information & Management , 2008, vol. 45, N 3, p. 197-201. Grant, R., Danziger, J. Corporate e-learning: exploring implementation and outcomes. Thesis, the CRITO Consortium, 2007

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The Implementation of TRM Philosophy and 5Qs Model in Higher Education - An Exploratory Investigation at a Swedish University

: Cognitive Domain , Longman, London Douglas, J., Douglas, A., and Barnes, B. (2006) Measuring student satisfaction at a UK university, Quality Assurance in Education , Vol. 14, N. 3, pp. 251-267 Grönroos, C. (2000), Service Management and Marketing - A Customer Relationship Management Approach , Wiley Gupta, Atul; McDaniel, Jason C., Herath S. Kanthi (2004), Quality management in service firms: sustaining structures of total quality service, Managing Service Quality , Vol. 15 N. 4, pp. 389-402 Hughey, A. W. (1997), “What higher education can learn from business

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Study on Motivation for Education by Use of Control Groups for Comparison at The National Military University, Bulgaria

Abstract

This article presents a study on motivation for education by use control groups for comparison at the National Military University, Bulgaria. The necessary information is collected through a combination of research methods. The basic scientific method, which was used, is empirical survey conducted in a real educational environment. The study is implemented in several stages: diagnostic stage, in which an analysis and assessment of the necessity of such a study is established and proved; basic stage which has been implemented since 2012; and a final stage which includes the development of a forecasting model for the future status of the levels of cadets’ and students’ satisfaction with their training.

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