Abstract:
This study investigates the adoption of blended learning (BL) and its
influence on undergraduate satisfaction with evidence from Rajarata
University of Sri Lanka. Blended learning, an educational approach that
integrates traditional face-to-face instruction with online learning
components, has become increasingly prevalent in higher education due
to its flexibility and potential to enhance learning outcomes. Despite its
growing global acceptance, many undergraduates in state universities
show resistance towards adopting this method, creating challenges for
effective implementation. The research focuses on evaluating the impact
of four key factors (i.e. Personalized Learning Climate, Perceived
Quality, Prior Learning Experience, and Perceived Value) on student
satisfaction in a blended learning environment. A quantitative research
methodology was employed, and data were collected using a structured
questionnaire from a sample of 366 undergraduates using cluster
sampling technique. Descriptive statistics, correlation analysis, and
regression analysis were performed using SPSS to identify relationships
between variables. The results reveal that all four factors significantly
influence student satisfaction, with Personalized Learning Climate and
Perceived Quality showing the most substantial positive impact. The
findings underscore the need for improving digital infrastructure,
enhancing learning environments, and increasing awareness of the
benefits of blended learning in state universities. This study provides
valuable insights into the factors affecting student satisfaction in
blended learning environments, offering practical recommendations for
higher education institutions and laying a foundation for future research
in this field.
