Blended Learning Adoption and Student's Satisfaction: Evidence from Rajarata University of Sri Lanka

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.