Assessing Student Expectations, Perceived Quality, Value, and Satisfaction through PBL and Elearning Integration in Vocational Education
Saved in:
| Title: | Assessing Student Expectations, Perceived Quality, Value, and Satisfaction through PBL and Elearning Integration in Vocational Education |
|---|---|
| Language: | English |
| Authors: | Wagino Wagino, Hasan Maksum, Wawan Purwanto, Ambiyar Ambiyar, Agariadne Dwinggo Samala, Santiago Criollo-C, Rahmat Desman Koto |
| Source: | Journal of Educators Online. 2025 22(4). |
| Availability: | Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Undergraduate Students, Career and Technical Education, State Universities, Expectation, Problem Based Learning, Electronic Learning, Student Satisfaction, Instructional Effectiveness, Engineering Education, Learning Management Systems, Critical Thinking, Thinking Skills, Student Attitudes, Student Experience |
| Geographic Terms: | Indonesia |
| ISSN: | 1547-500X |
| Abstract: | This study investigates the efficacy of Problem-Based Learning (PBL) integrated with elearning methodologies within the context of automotive vocational education at a state university in Indonesia. Employing Covariance-Based Structural Equation Modeling (CB-SEM), we analyzed data collected from 80 undergraduate students enrolled in an automotive engineering program. These participants engaged in a comprehensive online learning ecosystem that included Learning Management Systems (LMSs), interactive digital tools, and virtual simulations. The findings indicate significant positive correlations among critical variables: student expectations had a substantial effect on both perceived quality ([beta] = 0.82, p < 0.001) and perceived value ([beta] = 0.76, p < 0.001), while perceived value notably influenced student satisfaction ([beta] = 0.79, p < 0.001). Students reported heightened engagement with problem-solving activities (mean score of 4.2 out of 5.0) and enhancements in critical thinking skills (mean score of 4.1 out of 5.0) as a result of the integrated PBL-elearning approach. The model fit indices (RMSEA = 0.041, CFI = 0.993, SRMR = 0.047) further corroborate the effectiveness of the PBL and elearning combination in vocational education. These results suggest that the integration of PBL with elearning technologies significantly improves student learning outcomes and satisfaction within automotive vocational education, particularly in fostering practical problem-solving capabilities and technical skills. Future research endeavors should consider the application of this integrated approach across various vocational fields and examine its long-term effects on professional skill development. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486032 |
| Database: | ERIC |
Be the first to leave a comment!
