Influence of Technology-Mediated Learning Models on Student Satisfaction Based on Self-Determination Theory

Abstract

As humans may need to co-exist with the Covid-19 in the long term, course delivery in higher education is increasingly dependent on technology-mediated learning. However, research on the impact of technology-mediated learning on student satisfaction is not sufficiently addressed in academic English learning. Questionnaires were administered to 282 Chinese undergraduate students to examine their perceptions of the three instruction models (face-to-face, blended learning, and flipped learning) from six dimensions. Six semi-structured student interviews were conducted to explore their feelings toward the learning models based on the self-determination theory (SDT). Three major findings were reported. First, the technology-mediated learning environment facilitates students’ needs for SDT. Second, FL learning did not significantly increase student satisfaction with BL learning. Third, besides SDT factors, students also had psychological needs to ease tension. The findings shed light on the need for future instructional designs in technology-mediated learning models in academic English learning.