Exploring Student Perceptions of Blended Learning: Flexibility, ICT Literacy, and the Preference for Traditional Classroom Learning

Agus Ruswandi; Riki Ruswandi; M Aditya Firdaus; Revita Yanuarsari; Hendi S Muchtar

doi:10.35445/alishlah.v17i1.6266

Exploring Student Perceptions of Blended Learning: Flexibility, ICT Literacy, and the Preference for Traditional Classroom Learning

Agus Ruswandi, Riki Ruswandi, M Aditya Firdaus, Revita Yanuarsari, Hendi S Muchtar

Abstract

Student participation remains a key challenge in blended learning (BL), particularly in the Faculty of Islamic Religion and Teacher Training and Education. Understanding students’ perceptions is essential to evaluate the effectiveness of BL and identify areas for enhancement. This study employed a quantitative, non-experimental survey design. Data were collected from 238 students at Universitas Islam Nusantara through an online questionnaire. Descriptive statistical methods were used to analyze the data and calculate mean scores across various dimensions of students’ perceptions. The findings indicate that students generally perceive blended learning positively, with an overall mean score of 3.45 on a 4-point scale. Flexibility was viewed favorably, while convenience received a moderate rating (mean score: 3.1). Students also reported high levels of ICT literacy, averaging 3.6. Despite these positive aspects, a notable proportion of students still preferred face-to-face learning, citing it as more effective and easier for active participation. The results suggest that while blended learning enhances flexibility and supports digital skill development, concerns about convenience and engagement persist. These findings highlight the need for improved instructional design and better support systems within BL environments. Blended learning is perceived as effective and beneficial, particularly in developing ICT literacy. However, to increase student participation and overall satisfaction, institutions should focus on improving the usability and interactivity of blended platforms, as well as providing targeted support to address learner preferences and challenges.

Keywords

Student perception; Blended learning; Online learning

Full Text:

PDF

References

Abbasi, S., Ayoob, T., Malik, A., & Memon, S. I. (2020). Perceptions of students regarding E-learning during Covid-19 at a private medical college. Pakistan Journal of Medical Sciences, 36(COVID19-S4), S57. https://doi.org/10.12669%2Fpjms.36.COVID19-S4.2766

Adel, A., & Dayan, J. (2021). Towards an intelligent blended system of learning activities model for New Zealand institutions: an investigative approach. Humanities and Social Sciences Communications, 8(1), 72. https://doi.org/10.1057/s41599-020-00696-4

Afacan, Y. (2016). Exploring the effectiveness of blended learning in interior design education. Innovations in Education and Teaching International, 53(5), 508–518. https://doi.org/10.1080/14703297.2015.1015595

Al-Ahdal, A. (2020). Overcoming pronunciation hurdles in EFL settings: An evaluation of podcasts as a learning tool at Qassim University Saudi Arabia. Asian EFL Journal Research Articles, 27(1), 86–101.

Almahasees, Z., Mohsen, K., & Amin, M. O. (2021). Faculty’s and Students’ Perceptions of Online Learning During COVID-19. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.638470

Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Education and Information Technologies, 25(6), 5261–5280. https://doi.org/10.1007/s10639-020-10219-y

Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and E-Learning Research, 7(3), 285–292.

Balogun, N. A., Adeleke, F. A., Abdulrahaman, M. D., Shehu, Y. I., & Adedoyin, A. (2023). Undergraduate students’ perception on e-learning systems during COVID-19 pandemic in Nigeria. Heliyon, 9(3), e14549. https://doi.org/10.1016/j.heliyon.2023.e14549

Bartley, S. J., & Golek, J. H. (2004). Evaluating the cost effectiveness of online and face-to-face instruction. Journal of Educational Technology & Society, 7(4), 167–175.

Bazán-Ramírez, A., Capa-Luque, W., Ango-Aguilar, H., Anaya-González, R., & Cárdenas-López, V. (2023). Perception of Peruvian Students Studying in Biological Sciences about the Advantages of Virtual Classes during the COVID-19 Pandemic. Education Sciences, 13(6). https://doi.org/10.3390/educsci13060626

Bentley, Y., Selassie, H., & Parkin, E. (2012). Evaluation of a global blended learning MBA programme. The International Journal of Management Education, 10(2), 75–87. https://doi.org/https://doi.org/10.1016/j.ijme.2012.03.001

Bozkurt, A. (2022). Resilience, adaptability, and sustainability of higher education: A systematic mapping study on the impact of the coronavirus (COVID-19) pandemic and the transition to the new normal. https://doi.org/10.56059/jl4d.v9i1.590

de la Varre, C., Keane, J., & Irvin, M. J. (2011). Enhancing Online Distance Education in Small Rural US Schools: A Hybrid, Learner-Centred Model. Journal of Asynchronous Learning Networks, 15(4), 35–46.

de Oliveira, M. M. S., Penedo, A. S. T., & Pereira, V. S. (2018). Distance education: advantages and disadvantages of the point of view of education and society. Dialogia, 29, 139–152. https://doi.org/10.5585/dialogia.N29.7661

Dickinson, M., Eom, S., Kang, Y., Lee, C. M., & Sachs, R. (2008). A balancing act: how can intelligent computer-generated feedback be provided in learner-to-learner interactions? Computer Assisted Language Learning, 21(4), 369–382. https://doi.org/10.1080/09588220802343702

Ehlers, U.-D., Pawlowski, J. M., Ehlers, U.-D., & Pawlowski, J. M. (2006). Quality in European e-learning: An introduction. Handbook on Quality and Standardisation in E-Learning, 1–13.

Flores, M. A., & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching, 46(4), 507–516. https://doi.org/10.1080/02607476.2020.1799709

Fraenkel, J. R., Wallen, E. N., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education (Eight Edit). McGraw-Hil.

Gibson, B., & Hua, Z. (2016). Interviews In Z. Hua (ed.) Research methods in intercultural communication: a practical guide (pp. 181-195). Chichester, UK: John WIley & Sons Inc.

Gnawali, Y. P., Upadhayaya, P. R., Sharma, B., & Belbase, S. (2022). Access, Efficiency, Inconvenience, and Scarcity as Issues of Online and Distance Learning in Higher Education. European Journal of Educational Research, 11(2), 1115–1131. https://doi.org/10.12973/eu-jer.11.2.1115

Gratton-Lavoie, C., & Stanley, D. (2009). Teaching and Learning Principles of Microeconomics Online: An Empirical Assessment. The Journal of Economic Education, 40(1), 3–25. https://doi.org/10.3200/JECE.40.1.003-025

Iqbal, S. A., Ashiq, M., Rehman, S. U., Rashid, S., & Tayyab, N. (2022). Perceptions and Experiences of Online Education in Pakistani Universities and Higher Education Institutes during COVID-19. Education Sciences, 12(3). https://doi.org/10.3390/educsci12030166

Kaufmann, T., & Servatius, H.-G. (2020). Digitale Technologien verändern den Wettbewerb. In Das Internet der Dinge und Künstliche Intelligenz als Game Changer: Wege zu einem Management 4.0 und einer digitalen Architektur (pp. 1–15). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-28400-8_1

Khalaf, M. E., Abubakr, N. H., & Ziada, H. (2023). Students’ Experience of Online Learning in a Blended Learning Setting: A Qualitative Evaluation. Education Sciences, 13(7). https://doi.org/10.3390/educsci13070725

Khan, S., Kambris, M. E. K., & Alfalahi, H. (2022). Perspectives of University Students and Faculty on remote education experiences during COVID-19- a qualitative study. Education and Information Technologies, 27(3), 4141–4169. https://doi.org/10.1007/s10639-021-10784-w

Lee, Y.-J., Davis, R., & Li, Y. (2022). Implementing Synchronous Online Flipped Learning for Pre-service Teachers During COVID-19. European Journal of Educational Research, 11(2), 653–661. https://doi.org/10.12973/eu-jer.11.2.653

Li, S., Liu, Y., & Su, Y.-S. (2022). Differential Analysis of Teachers’ Technological Pedagogical Content Knowledge (TPACK) Abilities According to Teaching Stages and Educational Levels. Sustainability, 14(12). https://doi.org/10.3390/su14127176

Liu, Y. (2023). Matches and mismatches between university teachers’ and students’ perceptions of E-learning: A qualitative study in China. Heliyon, 9(6), e17496. https://doi.org/10.1016/j.heliyon.2023.e17496

López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education, 56(3), 818–826. https://doi.org/10.1016/j.compedu.2010.10.023

Mali, D., & Lim, H. (2021). How do students perceive face-to-face/blended learning as a result of the Covid-19 pandemic? The International Journal of Management Education, 19(3), 100552. https://doi.org/10.1016/j.ijme.2021.100552.

Mortaza Mardiha, S., Alibakhshi, G., Mazloum, M., & Javaheri, R. (2023). Electronic Flipped Classrooms as a Solution to Educational Problems Caused by COVID-19: A Case Study of a Research Course in Iran Higher Education. Electronic Journal of E-Learning, 21(1), 26–35. https://doi.org/10.34190/ejel.21.1.2440

Nikolopoulou, K. (2022). Face-to-face, online and hybrid education: University students’ opinions and preferences. J. Digit. Educ. Technol, 2. https://doi.org/10.30935/jdet/12384

Nikolopoulou, K., & Zacharis, G. (2023). Blended Learning in a Higher Education Context: Exploring University Students’ Learning Behavior. Education Sciences, 13(5). https://doi.org/10.3390/educsci13050514

Noor, R., Singh, D., Agarwal, A., Mansoori, S., & Ansari, M. I. (2022). Perception of dental students towards the online method of dental education during the COVID-19 pandemic. Journal of Oral Biology and Craniofacial Research, 12(2), 223–227. https://doi.org/10.1016/j.jobcr.2022.02.002

Pongkendek, J. J., Ahmar, D. S., Munandar, H., & Azzajjad, M. F. (2022). Student perceptions of online learning during the COVID-19 pandemic. EduLine: Journal of Education and Learning Innovation, 2(1), 1–16. https://doi.org/10.35877/454RI.eduline607

Sangster, A., Stoner, G., & Flood, B. (2020). Insights into accounting education in a COVID-19 world. Accounting Education, 29(5), 431–562. https://doi.org/10.1080/09639284.2020.1808487

Sharma, L., & Shree, S. (2023). Exploring the Online and Blended Modes of Learning for Post-COVID-19: A Study of Higher Education Institutions. Education Sciences, 13(2). https://doi.org/10.3390/educsci13020142

Spanjers, I. A. E., Könings, K. D., Leppink, J., Verstegen, D. M. L., de Jong, N., Czabanowska, K., & van Merriënboer, J. J. G. (2015). The promised land of blended learning: Quizzes as a moderator. Educational Research Review, 15, 59–74. https://doi.org/10.1016/j.edurev.2015.05.001

Stec, M., Smith, C., & Jacox, E. (2020). Technology Enhanced Teaching and Learning: Exploration of Faculty Adaptation to iPad Delivered Curriculum. Technology, Knowledge and Learning, 25(3), 651–665. https://doi.org/10.1007/s10758-019-09401-0

Strelchuk, E. N., Kozhevnikova, M. N., & Borchenko, V. S. (2023). Blended Learning in Russian Higher Education: The Evolution of the Term in Science and Practice. Educational Process: International Journal. https://doi.org/10.22521/edupij.2023.121.6

Sullivan, P. M. (2022). From the student perspective: An analysis of in-person, hybrid, and online learning during the pandemic. In Cases on innovative and successful uses of digital resources for online learning (pp. 80–95). IGI Global.

Turner, Y. (2015). Last orders for the lecture theatre? Exploring blended learning approaches and accessibility for full-time international students. The International Journal of Management Education, 13(2), 163–169. https://doi.org/10.1016/j.ijme.2015.04.001

Wang, K., Zhang, L., & Ye, L. (2021). A nationwide survey of online teaching strategies in dental education in China. Journal of Dental Education, 85(2), 128–134. https://doi.org/10.1002/jdd.12413

Yang, H., Cai, J., Yang, H. H., & Wang, X. (2023). Examining key factors of beginner’s continuance intention in blended learning in higher education. Journal of Computing in Higher Education, 35(1), 126–143. https://doi.org/10.1007/s12528-022-09322-5

Zapata-Cuervo, N., Montes-Guerra, M. I., Shin, H. H., Jeong, M., & Cho, M.-H. (2023). Students’ Psychological Perceptions Toward Online Learning Engagement and Outcomes during the COVID-19 Pandemic: A Comparative Analysis of Students in Three Different Countries. Journal of Hospitality & Tourism Education, 35(2), 108–122. https://doi.org/10.1080/10963758.2021.1907195

DOI: https://doi.org/10.35445/alishlah.v17i1.6266