Abstract
The aim of this study was to identify the impact of different learning strategies in virtual learning environment (VLE) on students' academic achievement and satisfaction with learning. The study was an attempt to test the following hypotheses: [1] There are differences among the students attending the course of Tutoring and Assessing Distance Students in the degree of learning satisfaction according to the teaching strategy used in the virtual learning environment; and [2] There are differences among the students attending the course of Tutoring and Assessing Distance Students in the degree of academic achievement according to the learning strategy used in the virtual learning environment. To verify the hypotheses and answer the study questions, the experimental research method with a quasi-experimental design was used. Participants were 58 students of both genders studying the Distance Tutoring and Assessing Course during the first year of the Distance Teaching and Training Program at the College of Postgraduate Studies at the Arabian Gulf University, located in the Kingdom of Bahrain. The sample is divided into three experimental groups: the first group is taught by using Blended Learning Strategy, the second group by Collaborative Learning Strategy, and the third group by Distance Learning Strategy. Subjects' satisfaction with learning was assessed by using the scores obtained in a questionnaire aimed at measuring learners' satisfaction with the learning. Learners' academic achievement was measured by using the scores obtained on an achievement test and the individual home assignment scores for the course. Results reveal that there are significant differences in all satisfaction dimensions among both groups using Blended Learning Strategy and Collaborative Learning Strategy in favor of the latter. Moreover, there are significant differences among both Distance Learning and Blended Learning groups (content & teaching methods) in favor of the former, whereas the difference is not significant among both groups in the dimension of course teacher. The difference among Collaborative and Distance Learning groups is not significant in all dimensions. Findings also show that there are no statistically significance differences among all groups in academic achievement.