CHAPTER TWO

LITERATURE REVIEW

2.1 Conceptual Review

2.1.1 Concept of Blended Learning

Blended learning thoughtfully combines different instructional methods (Alammary et al., 2014).
It employs an active learning approach and a variety of pedagogical techniques (Wondifraw and
Dorothy, 2019). Consequently, includes both asynchronous and synchronous online learning
(Diep et al., 2017). Accordingly, a study defined blended learning as a course that combines
online and face-to-face distribution (Allen and Seaman, 2010). It primarily uses internet forums
and holds fewer face-toface meetings. Thus, BL bridged the gap between teachers and students
by utilizing both online and traditional teaching and learning mechanisms. In the early 1840s, the
learning and teaching modality had already been utilized through mailed postcards. It has
consistently established the type of learning that the world currently has (Pappas, 2015). Blended
Learning as a Combination of Traditional and Online Approaches Following the emergence of
technology and its integration into education, educators have used several technological
concepts.

CALL (Computer Assisted Language Learning), MALL (Mobile Assisted Language Learning),
and many other online models are widely used in teaching and learning platforms. Blended
learning is one of these technologically integrated approaches used in an educational context that
effectively incorporates active language learning. Accordingly, blended learning consolidates a
functional approach to replace traditional methods with accommodating technology for language
teaching and learning passages. According to a study, blended learning is a double element,
integrating formal face-to-face education with technologically generated principles (Dziuban et
al., 2018). Since it combines technology, online teaching, and learning with traditional
approaches, the learners will be interested in using analog and digital spaces. Furthermore, some
researchers examined its perspective more, with 5 indicating the need to study the use of blended
learning approaches in education through the MOES (Ministry of Education) (Fakhir, 2015).
Distance education is distinguished by the presence of an existing organizational infrastructure
that enables the development of educational objectives for online learning. Blended Learning
and Learners' Academic Achievement Meanwhile, it also supports the idea that learners have a
positive attitude toward implementing blended learning approaches in their classrooms.
According a study, blended learning improves learner comprehension by providing practical
access that improves academic achievement (Ju and Mei, 2018). Blended learning, on the other
hand, has an impact on students' learning outcomes (Banyen et al., 2016). Blended Learning: A
Strategy for Modern Times Blended learning became popular with many educational institutions
as the ‘new normal’ education modality amidst the pandemic. According to virtual classrooms
became a direct replacement since physical interaction and one-on-one discussion were
forbidden (Patel, 2020). In support of this, Tus, (2020) noted in his article entitled "Finding a
new path amidst the pandemic" that as the coronavirus disease (COVID-19) pandemic arises and
continuously threatens the world, numerous adjustments are needed, particularly in one more
major segment of society, which is the situation in education (Tus, 2020).

Blended learning permits more learning possibilities that encourage learners to participate in and
outside of class settings (Senffner and Kepler, 2015). They also pointed out that blended learning
is flexible and expandable, which helps with meaningful teaching and learning. The online
portion of blended learning allows students to learn whenever they prefer without being limited
to groups or partners. Furthermore, blended learning provides learners with an online and face-
to-face set-up to meet, conspire, and work on substantial projects (Riel et al., 2016). Each of
these spaces has a specific advantage for successful learning. Additionally, blended learning
facilitates classroom learning because it is clear, attainable, resilient, and independent. The
outcomes of active participation express the choice between an individual and a dynamic
collective learning environment. According to learners appreciate Moodle's contribution to their
learning (Goyal and Tambe, 2015). Moodle is a platform that enables learners to create 7 online
courses and for instructors to keep an eye on the learners' progress. With that, they used
descriptive statistics to signify and upgrade learning using uploaded syllabi and session plans.

Improving learners' material is also noted through dividing study material and submitting
assignments. Learners in the study found Moodle to be an efficient collegiate tool. The teacher is
the most important life form in the educational ecosystem. It has become one of the most
important roles in change with blended approaches because curriculum design is entirely reliant
on what educators do and presume. Blended learning provides opportunities for an elevated
approach to knowledge, social interaction, richness, resilience, cost efficiency, personal agency,
and improved results. However, Tus (2020) brought about the fact that the funders, people, and
institutions or groups behind its inference have little consciousness about the related challenges
ahead (Gilmour, 2020). However, some researchers discussed that esteem needs and personal
worth would help them do their best to surpass this new curriculum's challenges (Tus, 2020).
Poor internet connections cause dissatisfaction and have a negative impact on learners' learning
by impeding their ability to engage in online discussions (Akpan, 2015).

2.1.2 Role of E-Learning Platforms in Blended Learning

E-learning platforms have become fundamental to the implementation and success of blended
learning models. These platforms provide the essential infrastructure that integrates traditional
face-to-face instruction with online learning components, creating a cohesive and flexible
educational experience. In the context of blended learning, e-learning platforms serve multiple
critical functions, including content delivery, facilitating interaction, managing assessments, and
providing accessibility to resources, all of which contribute to enhancing academic performance
and student satisfaction.

Content delivery through e-learning platforms is one of the most significant aspects of blended
learning. These platforms allow for the seamless distribution of educational materials, including
video lectures, reading assignments, quizzes, and multimedia presentations. The accessibility of
these materials at any time and from any location is a key advantage, enabling students to engage
with course content at their own pace and revisit complex concepts as needed. According to
Means et al. (2014), the flexibility offered by e-learning platforms enhances students' ability to
manage their learning schedules, which is particularly beneficial for non-traditional students who
may have other commitments. Additionally, the asynchronous nature of content delivery through
e-learning platforms allows for differentiated instruction, where students can explore additional
resources or focus on areas where they need more practice (Garrison & Vaughan, 2008).

Facilitation of interaction is another vital role of e-learning platforms in blended learning. These
platforms offer a variety of communication tools, such as discussion forums, chat rooms, and
video conferencing, which enable continuous interaction between students and instructors, as
well as among peers. This interaction is crucial for maintaining engagement and fostering a sense
of community within the learning environment. Hrastinski (2019) emphasizes that the level of
interaction in online components is a critical determinant of student satisfaction and academic
success. The ability to engage in discussions, ask questions, and collaborate on projects in an
online setting complements the in-person aspects of blended learning, ensuring that students
remain connected and involved throughout the course.

In addition to facilitating content delivery and interaction, e-learning platforms are instrumental
in managing assessments within blended learning environments. These platforms support various
assessment types, including formative assessments like quizzes and assignments, as well as
summative assessments such as exams and final projects. The use of automated grading tools and
analytics within these platforms allows instructors to efficiently monitor student progress and
provide timely feedback. Shute and Rahimi (2017) argue that the immediate feedback enabled by
e-learning platforms is crucial for helping students identify areas of weakness and improve their
performance. Furthermore, the ability to track and analyze student data enables educators to
tailor their instructional strategies to meet the specific needs of their students, thereby enhancing
the overall effectiveness of the learning process.

Resource accessibility is another significant advantage provided by e-learning platforms in

blended learning. These platforms often integrate with digital libraries, databases, and other
online resources, giving students access to a vast array of learning materials beyond the core
curriculum. This expanded access supports independent learning and allows students to explore
topics in greater depth. Owston, York, and Murtha (2013) suggest that the availability of diverse
resources through e-learning platforms encourages students to take a more active role in their
learning, which is a critical component of success in blended learning environments. The ability
to easily access a wide range of resources also helps to accommodate different learning styles
and preferences, making blended learning more inclusive and effective.

Moreover, e-learning platforms play a crucial role in promoting self-directed learning within
blended learning environments. The autonomy provided by these platforms encourages students
to take responsibility for their own learning, making decisions about when and how to engage
with the course material. This shift towards self-directed learning is supported by features such
as progress tracking, personalized learning paths, and adaptive learning technologies, which
guide students through their studies in a more individualized manner (Broadbent & Poon, 2015).
The ability to set their own pace and revisit content as needed empowers students to take control
of their educational journey, leading to improved motivation and academic performance.

Scalability and adaptability of e-learning platforms are also critical in blended learning
environments. These platforms can accommodate a large number of students and offer a
consistent learning experience across different cohorts and courses. This scalability is essential in
higher education, where student populations are diverse, and course requirements vary widely.
The adaptability of e-learning platforms allows instructors to customize course content and
delivery methods to suit the specific needs of their students, thereby enhancing the effectiveness
of blended learning. Means et al. (2014) highlight that the flexibility and scalability of e-learning
platforms are key factors in the successful implementation of blended learning programs,
particularly in large institutions.

E-learning platforms also contribute to enhancing engagement and motivation in blended

learning environments. The integration of interactive elements such as quizzes, simulations, and
gamified learning modules can make the learning experience more engaging and enjoyable for
students. These features not only help to maintain student interest but also promote deeper
understanding and retention of the material. According to Keller (2010), incorporating
motivational strategies into the design of e-learning platforms can significantly impact student
success in blended learning environments. The ability to engage with content in a dynamic and
interactive manner helps to sustain student motivation, which is crucial for achieving academic
goals.

2.1.3 Blended Learning and Students Performance

Blended learning combines standard classroom learning with online resources in a way that
makes sense from an educational point of view (Bryan & Volchenkova, 2016; Ellis et al., 2008;
Kara, 2016). It is an extension of eLearning methods that focus on transferring information to
students. In a virtual school, students can keep learning because they have both online and face-
to-face lessons. Fieber and Hanze (2019) and Glowa and Goodell (2016) say that students also
have more choices about when and where they can talk, work together, share resources, and
interact. One benefit of blended learning is that it gives students more freedom of choice.
Another benefit is that it makes course materials easier to find and raises the bar for student
success. When standard classroom instruction is combined with online resources, a wider range
of teaching methods can be used. These include, but are not limited to, group and individual
projects, presentations, sharing resources, and free-form conversations (Khan et al., 2012).
Blended learning activities help students get better grades and learn more useful hard and soft
skills for today's world by focusing their full attention on course material. Singh (2017) and
Witherspoon (2011) say that all of these things are better when students are involved in tasks in
and out of class.

Blended learning environments are particularly effective in enhancing student engagement,

which is a critical factor in academic success. When students are engaged, they are more likely to
participate actively in their learning, leading to better retention of knowledge and higher
academic performance. According to Garrison and Kanuka (2004), blended learning encourages
a deep approach to learning by integrating the richness of face-to-face communication with the
flexibility of online learning tools. This combination allows students to engage with the material
in multiple ways, reinforcing their understanding and helping them to apply what they have
learned in different contexts. Furthermore, the interactive elements of online learning, such as
discussion forums, quizzes, and collaborative projects, help to maintain student interest and
motivation, which are essential for sustained academic success (Vaughan, 2007).

The flexibility offered by blended learning is another significant factor that can positively
influence student performance. Students in blended learning environments have the ability to
access course materials at their convenience, allowing them to study at times that best fit their
individual schedules and learning preferences. This flexibility can lead to better time
management and less stress, as students can balance their studies with other responsibilities more
effectively (Means et al., 2013). Additionally, the ability to review online materials multiple
times helps reinforce learning and provides opportunities for deeper understanding, which might
not be possible in a traditional classroom setting where time is limited (Graham, 2006). This self-
paced aspect of blended learning is particularly beneficial for students who may need additional
time to grasp complex concepts.
Blended learning also fosters self-directed learning skills, which are increasingly important in the
modern educational landscape. As students are given more control over their learning process,
they develop the ability to set goals, monitor their progress, and adapt their strategies to achieve
better outcomes. This autonomy encourages a more proactive approach to learning, where
students take responsibility for their own success (Broadbent & Poon, 2015). The development
of self-directed learning skills not only enhances academic performance in the immediate context
of a course but also prepares students for lifelong learning, a critical skill in the rapidly changing
global economy.

Collaboration and communication are also significantly enhanced in blended learning

environments, contributing to improved student performance. The online components of blended
learning provide platforms for continuous communication among students and between students
and instructors. These platforms facilitate collaborative learning activities such as group projects
and peer reviews, which are essential for developing teamwork skills and fostering a deeper
understanding of course material (Garrison & Vaughan, 2008). Moreover, the ability to engage
in discussions and share resources outside of class time enhances the collaborative learning
experience, leading to a richer educational experience and potentially better academic outcomes
(Owston et al., 2013).

Technological proficiency is another crucial factor in the success of blended learning. As

students engage with various online tools and platforms, they develop digital literacy skills that
are essential for both academic success and future career opportunities. Students who are more
proficient with technology are likely to perform better in blended learning environments because
they can navigate the online components more effectively and utilize the digital resources
available to them (Al-Fraihat et al., 2020). However, it is important to note that disparities in
technological access and proficiency can create challenges for some students, potentially
impacting their performance. Institutions must, therefore, ensure that all students have the
necessary resources and support to succeed in a blended learning environment. Moreover,
instructor involvement plays a vital role in influencing student performance in blended learning
settings. The presence and accessibility of instructors in both the online and face-to-face
components of a course can significantly impact students' academic success. Instructors who are
actively engaged in the online environment—providing timely feedback, facilitating discussions,
and being available for questions—can help students stay on track and overcome challenges
more effectively (Arbaugh, 2014). The dual role of instructors in a blended learning model,
where they support students both in person and online, allows for a more comprehensive and
responsive educational experience, which can lead to better academic outcomes.

The blended learning environment itself, when well-structured, creates an ecosystem that
supports varied learning styles, thereby maximizing student performance. By combining the
strengths of traditional and online learning, blended environments cater to both auditory and
visual learners through lectures, videos, and interactive content. Kinesthetic learners also benefit
from the opportunity to engage in practical, hands-on activities during in-person sessions. This
multi-modal approach ensures that all students have the opportunity to learn in a way that best
suits their individual preferences, leading to improved understanding and performance across the
board (Khechine et al., 2014). Blended learning offers a dynamic and flexible educational model
that, when implemented effectively, can significantly enhance student performance. Through
increased engagement, flexibility, self-directed learning, collaboration, technological
proficiency, instructor involvement, and the ability to cater to diverse learning styles, blended
learning environments provide students with the tools and opportunities they need to succeed
academically. As the educational landscape continues to evolve, the role of blended learning in
improving student outcomes is likely to become even more prominent, making it a critical area
of focus for educators and institutions alike.

2.1.4 Factors Influencing Academic Performance in Blended Learning

Academic performance in blended learning environments is shaped by a multitude of factors that

intersect with both the online and face-to-face components of this educational model. One of the
primary factors influencing academic performance is student engagement. In blended learning,
engagement is often driven by the interactive nature of online platforms, which can include
multimedia content, discussion forums, and collaborative tools. These elements are designed to
keep students actively involved in their learning process. Research by Bernard et al. (2014)
indicates that higher levels of engagement in blended learning environments are correlated with
better academic outcomes. When students are more engaged, they are likely to spend more time
on tasks, participate more actively in discussions, and develop a deeper understanding of the
course material, which ultimately enhances their academic performance.

Self-regulation is another crucial factor that impacts academic performance in blended learning
settings. Blended learning often requires students to manage their own time effectively, set
learning goals, and monitor their own progress. Unlike traditional classroom environments where
teachers provide continuous guidance and structure, blended learning places a significant
responsibility on students to take control of their own learning. Studies by Zimmerman and
Schunk (2011) suggest that students with strong self-regulation skills are better equipped to
handle the demands of blended learning, leading to higher academic achievement. These students
tend to be more proactive in seeking help when needed, managing deadlines, and staying
motivated, which are essential behaviors for success in a blended learning environment.

The quality of instructional design also plays a significant role in determining academic
performance in blended learning environments. The effectiveness of blended learning is highly
dependent on how well the course content is structured and delivered. Garrison and Vaughan
(2008) argue that well-designed blended learning courses that integrate online and face-to-face
elements seamlessly are more likely to enhance student learning outcomes. This includes the
alignment of learning objectives, the coherence between online and in-person activities, and the
provision of timely feedback. Poorly designed courses, on the other hand, can lead to confusion,
disengagement, and ultimately lower academic performance. Therefore, the expertise of
educators in creating a balanced and supportive learning environment is crucial. Technological
proficiency is another factor that influences academic performance in blended learning. Students’
ability to navigate and utilize the online tools provided in a blended learning environment can
significantly affect their learning outcomes. Research by Al-Fraihat et al. (2020) suggests that
students who are more comfortable with technology tend to perform better in blended learning
environments. This is because they can more effectively access course materials, participate in
online discussions, and complete assignments using digital platforms. Conversely, students who
struggle with technology may face barriers that hinder their learning, such as difficulties in
accessing resources, participating in online activities, or submitting assignments, which can
negatively impact their academic performance.
Instructor involvement and feedback are also critical factors in determining student success in
blended learning environments. The role of the instructor in providing timely and constructive
feedback, as well as being accessible to students for guidance, cannot be overstated. According
to studies by Arbaugh (2014), frequent and meaningful interactions between instructors and
students in blended learning environments are associated with improved academic performance.
Instructors who actively engage with students, both online and in person, help to clarify
concepts, provide motivation, and address any challenges students may encounter, thereby
supporting their academic success. The learning environment itself, including both the physical
and virtual components, also plays a role in influencing academic performance. A well-
structured and supportive environment that encourages collaboration and active participation can
enhance students’ learning experiences and outcomes.

Research by Lim and Morris (2009) suggests that students in blended learning environments that
foster a sense of community and collaboration tend to perform better academically. This includes
having access to resources, a user-friendly online platform, and a physical space that is
conducive to learning. When students feel supported by both the technology and the community
of learners around them, they are more likely to engage deeply with the content and achieve
higher academic performance. Student motivation is a key factor influencing academic
performance in blended learning. Blended learning environments offer flexibility and autonomy,
which can either positively or negatively impact student motivation depending on how these
features are managed. According to Keller’s (2010) ARCS model of motivation (Attention,
Relevance, Confidence, and Satisfaction), maintaining students’ motivation in a blended learning
environment requires strategies that keep them interested, demonstrate the relevance of the
content, build their confidence in their abilities, and provide satisfaction through achievement.
When students are highly motivated, they are more likely to put in the effort required to succeed
in a blended learning course, leading to better academic performance.

2.1.5 Traditional Learning

Traditional learning, often referred to as face-to-face or classroom-based learning, has been the
cornerstone of education for centuries. This method involves direct interaction between
instructors and students in a physical classroom setting, where learning occurs through lectures,
discussions, and other in-person activities. Despite the growing popularity of online and blended
learning models, traditional learning remains a prevalent and valued approach in education,
particularly for its structure, discipline, and direct engagement. The components of traditional
learning, including direct instruction, classroom interaction, structured assessments, and a
standardized curriculum, each play a crucial role in shaping the educational experience. Direct
instruction is a fundamental component of traditional learning. This approach involves teachers
delivering content through lectures, demonstrations, or presentations, providing students with
clear, structured information. Direct instruction is highly effective in conveying factual
knowledge and foundational skills, particularly in subjects that require step-by-step explanations,
such as mathematics, sciences, and languages (Rosenshine, 2012). The teacher’s role in this
model is central, as they guide the learning process, offer immediate feedback, and ensure that
students stay on track. This component of traditional learning is particularly beneficial for
students who thrive in environments where learning is guided and structured, as it provides
clarity and a consistent pace.

Classroom interaction is another key element of traditional learning. This component refers to
the dynamic exchanges that occur between students and teachers, as well as among students
themselves. Classroom interaction includes discussions, question-and-answer sessions, group
work, and peer feedback. These interactions are crucial for developing critical thinking skills, as
students are encouraged to question, debate, and articulate their understanding of the material
(Vygotsky, 1978). The social aspect of learning is particularly pronounced in traditional
classrooms, where students can immediately engage with their peers and instructors, building
communication skills and fostering a sense of community. This immediate and spontaneous
interaction is a distinctive advantage of traditional learning, as it allows for real-time clarification
of concepts and collaborative learning.

Structured assessments are another integral component of traditional learning. In a traditional

classroom setting, assessments typically include quizzes, exams, essays, and projects that are
conducted at regular intervals throughout the academic term. These assessments are designed to
evaluate student understanding, retention, and the ability to apply knowledge in different
contexts. The structured nature of these assessments provides students with clear expectations
and deadlines, helping them develop time management skills and a disciplined approach to their
studies (Bloom et al., 1971). Moreover, regular assessments in traditional learning environments
allow teachers to monitor student progress closely and intervene when necessary, providing
additional support or modifying instructional strategies to better meet the needs of the students.

Standardized curriculum is a hallmark of traditional learning environments. A standardized

curriculum ensures that all students are taught the same material, following a consistent sequence
and pace, regardless of the school or region. This uniformity is beneficial in maintaining
educational standards and ensuring that students receive a comprehensive education that covers
all necessary topics and skills (Tyler, 1949). The standardized curriculum in traditional learning
is often aligned with national or state education standards, which helps prepare students for
standardized tests, college admissions, and future careers. However, while this consistency is a
strength, it can also be a limitation, as it may not fully accommodate individual learning styles or
allow for much flexibility in the learning process.

Teacher-led discipline is another significant aspect of traditional learning. In a traditional

classroom, the teacher is responsible for maintaining order, setting behavioral expectations, and
enforcing rules. This authority structure helps create a disciplined learning environment where
students are expected to adhere to schedules, participate actively, and respect classroom norms
(Marzano et al., 2003). The presence of a teacher who can provide immediate feedback and
correction fosters a sense of responsibility and accountability among students, which is crucial
for their academic and personal development. Moreover, this discipline helps prepare students
for the expectations of the workplace, where adherence to schedules and following instructions
are essential.

Learning environment in traditional classrooms is a physical space specifically designed to

facilitate learning. These environments are equipped with desks, blackboards, and other
instructional materials that support various teaching methods. The physical setup of a classroom
plays a significant role in the learning experience, as it is designed to minimize distractions and
focus students' attention on the lesson at hand (Proshansky & Wolfe, 1974). Traditional
classrooms often include visual aids, such as charts and posters, that reinforce key concepts and
stimulate interest. Additionally, the consistent routine of attending a physical classroom can help
students establish a strong learning habit, contributing to better academic outcomes.
Student-teacher relationships are a critical component of traditional learning that significantly
impacts students' academic and emotional development. In traditional classrooms, the daily,
face-to-face interactions between students and teachers help build strong, supportive
relationships. These relationships are essential for fostering a positive learning environment
where students feel valued, understood, and motivated to succeed (Pianta, 1999). Teachers in
traditional settings can observe students' body language and facial expressions, allowing them to
respond to unspoken needs, provide encouragement, and offer personalized support. The trust
and rapport developed in these relationships can enhance students' engagement and willingness
to participate in class activities, ultimately leading to better academic performance.

Peer learning is another important aspect of traditional learning environments. In a traditional

classroom, students have numerous opportunities to learn from their peers through group work,
discussions, and collaborative projects. Peer learning allows students to exchange ideas,
challenge each other’s thinking, and gain new perspectives on the material being studied
(Johnson & Johnson, 1999). This collaborative learning process not only enhances understanding
but also develops interpersonal skills that are critical for success both inside and outside the
classroom. The face-to-face nature of traditional classrooms facilitates immediate feedback and
discussion, making peer learning a dynamic and effective component of the educational
experience.

Rituals and routines within traditional classrooms contribute to a structured and predictable
learning environment. These routines, such as starting the day with a review, following a set
timetable, and concluding lessons with summaries, help students develop a rhythm that supports
their learning. According to Evertson and Weinstein (2013), well-established routines help
minimize classroom disruptions and ensure that instructional time is used effectively. The
predictability of routines in traditional learning provides students with a sense of stability and
order, which can reduce anxiety and help them focus on their academic tasks.

Traditional learning encompasses a range of components that collectively create a structured,

disciplined, and interactive educational experience. Direct instruction, classroom interaction,
structured assessments, a standardized curriculum, teacher-led discipline, the physical learning
environment, student-teacher relationships, peer learning, and established rituals and routines all
play critical roles in shaping the outcomes of traditional education. While this model has its
limitations, such as a lack of flexibility and individualized instruction, its strengths lie in its
ability to provide a consistent, supportive, and engaging learning environment that has
successfully educated generations of students. As educational models continue to evolve, the
principles and components of traditional learning remain foundational, offering valuable insights
into how to structure and deliver effective education.

2.1.6 Student Satisfaction

Student satisfaction is a critical indicator of the effectiveness of educational experiences and

plays a significant role in shaping academic success, retention, and overall learning outcomes. In
the context of education, student satisfaction refers to the degree to which students feel content
with various aspects of their educational experience, including the quality of instruction, the
learning environment, the availability of resources, and the level of support provided by
instructors and the institution. High levels of student satisfaction are often associated with
increased motivation, engagement, and a positive attitude toward learning, all of which
contribute to better academic performance and persistence in pursuing educational goals (Kuo et
al., 2014).

Several factors influence student satisfaction, including the relevance and clarity of course
content, the effectiveness of instructional methods, and the quality of interaction between
students and instructors. When students perceive that the course content is relevant to their
academic and professional goals, they are more likely to be satisfied with their learning
experience. Similarly, instructional methods that cater to diverse learning styles and engage
students actively in the learning process can enhance satisfaction. Moreover, the frequency and
quality of interactions between students and their instructors are crucial, as these interactions
provide students with the support and feedback they need to succeed (Swan, 2001).

In the digital age, technological support and accessibility have also become significant
determinants of student satisfaction. The ease with which students can access online resources,
navigate learning platforms, and communicate with peers and instructors can greatly impact their
overall satisfaction with the course. When technological tools are user-friendly and integrated
seamlessly into the learning process, they enhance the learning experience by making it more
flexible and accessible. Conversely, technical difficulties or poorly designed online platforms
can lead to frustration and dissatisfaction among students (Wang et al., 2013).

Institutional support services, such as academic advising, counseling, and technical support, also
contribute to student satisfaction. These services provide students with the resources and
assistance they need to overcome challenges and achieve their academic goals. Institutions that
prioritize student well-being by offering comprehensive support services tend to have higher
levels of student satisfaction. Additionally, the physical learning environment in traditional
settings—such as classroom facilities, study spaces, and campus resources—can influence
satisfaction. A comfortable, well-equipped environment can enhance the learning experience,
making students more satisfied with their educational journey (Eom et al., 2006).

2.1.7 Student Satisfaction in Blended Learning and Traditional Classrooms

Student satisfaction between blended learning and traditional classroom settings have yielded
varied results, reflecting the complex nature of these two educational models. Blended learning,
which combines online and face-to-face instruction, has been praised for its flexibility and the
ability to cater to different learning preferences. Traditional classrooms, on the other hand, are
valued for their structured environment and the immediacy of face-to-face interactions.
Understanding how these different approaches impact student satisfaction is crucial for educators
and institutions aiming to optimize learning outcomes. One of the key findings from comparative
studies is that blended learning environments often score higher on flexibility and accessibility,
which significantly contribute to student satisfaction. Students appreciate the ability to access
course materials at any time, engage with content at their own pace, and manage their schedules
around other commitments (Garrison & Kanuka, 2004). This flexibility is particularly beneficial
for non-traditional students, such as those who are working, have families, or live far from
campus. The convenience of online components in blended learning allows these students to
participate more fully in their education, leading to higher levels of satisfaction (Means et al.,
2013).

However, student satisfaction in blended learning can be influenced by the quality of the online
components and the degree of integration between online and face-to-face elements. When
online resources are well-organized, interactive, and effectively complement in-person
instruction, students tend to report higher satisfaction levels. For example, studies by López-
Pérez et al. (2011) found that students in blended learning environments were more satisfied
when online activities were clearly linked to face-to-face sessions and contributed meaningfully
to their learning. Conversely, poorly integrated or disengaging online content can lead to
dissatisfaction, as students may feel disconnected from the course or overwhelmed by the
demands of managing both online and in-person activities. In traditional classrooms, student
satisfaction is often higher in areas related to direct interaction and engagement. The face-to-face
nature of traditional learning allows for immediate feedback, spontaneous discussions, and real-
time problem-solving, all of which contribute to a dynamic learning environment (Ginns & Ellis,
2007). Students who value direct communication with instructors and peers, and those who
benefit from the structured routine of attending classes, tend to be more satisfied in traditional
settings. The social aspects of learning, such as group work and in-class discussions, also
enhance satisfaction by fostering a sense of community and collaboration among students.

Comparative studies also suggest that instructor presence and support are critical factors in both
learning environments. In blended learning, the virtual presence of the instructor—through
timely feedback, active participation in online discussions, and availability for consultations—
can significantly enhance student satisfaction (Arbaugh, 2014). In traditional classrooms, the
physical presence of the instructor, coupled with their ability to respond immediately to student
needs, plays a similar role. Studies like those by Dziuban et al. (2004) have shown that students
in both environments report higher satisfaction levels when they feel supported and valued by
their instructors. Interestingly, some studies indicate that students may have mixed feelings about
blended learning, particularly when it comes to the balance between online and face-to-face
components. While some students appreciate the flexibility of blended learning, others may
struggle with the lack of structure or feel that the online elements are less engaging than in-
person classes. For instance, So and Brush (2008) found that students who were less comfortable
with technology or who preferred more traditional learning methods reported lower satisfaction
with blended learning. This highlights the importance of understanding student preferences and
providing appropriate support to ensure that blended learning meets the needs of all learners.
2.1.8 Challenges and Opportunities in Blended Learning and Traditional Classroom

Blended learning and traditional classroom settings each present a unique set of challenges and
opportunities that can significantly impact the effectiveness of education delivery and student
outcomes. Understanding these aspects is critical for educators, administrators, and policymakers
aiming to optimize learning environments for diverse student populations.

Challenges in Blended Learning are primarily centered around the integration of technology and
the demands it places on both students and educators. One of the most pressing challenges is the
digital divide, which refers to the gap between students who have access to reliable technology
and those who do not. This divide can create significant disparities in learning experiences and
outcomes, particularly for students from low-income families or rural areas where internet access
may be limited (Means et al., 2013). In addition, the self-directed nature of blended learning
poses challenges for students who lack strong time management and self-regulation skills.
Unlike traditional classrooms, where instructors can provide immediate guidance and structure,
blended learning often requires students to take more responsibility for their learning. This can
be particularly difficult for students who are not accustomed to or comfortable with managing
their own learning pace and schedule (Broadbent & Poon, 2015).

Another significant challenge in blended learning is the potential disconnect between online and
face-to-face components. For blended learning to be effective, there must be a seamless
integration of online and offline activities. However, if these components are not well-
coordinated, students may perceive the online content as redundant or irrelevant to the in-person
lessons, leading to disengagement and lower satisfaction (Garrison & Vaughan, 2008).
Additionally, the quality of online content and interaction is crucial. Poorly designed online
modules, lack of interactive elements, or limited instructor presence in the online environment
can diminish the effectiveness of blended learning, causing students to feel isolated and
unsupported (Arbaugh, 2014).

Despite these challenges, blended learning offers substantial opportunities that can enhance the
educational experience for students. One of the most significant advantages is the flexibility it
provides. Blended learning allows students to access materials and complete assignments at their
own pace, making it easier to balance educational commitments with work, family, or other
responsibilities. This flexibility is particularly beneficial for non-traditional students, such as
working adults or those with caregiving duties, who might otherwise find it difficult to
participate in a rigid, schedule-bound traditional classroom (Vaughan, 2007). Moreover, blended
learning environments can cater to a variety of learning styles by incorporating different types of
media and interactive tools, thus promoting deeper engagement and understanding of the
material (Graham, 2006).

Blended learning also offers opportunities for enhanced personalization and data-driven
instruction. The use of e-learning platforms allows for real-time tracking of student progress,
enabling instructors to identify areas where students may be struggling and to intervene promptly
with tailored support (Al-Fraihat et al., 2020). This level of personalization is more challenging
to achieve in traditional classrooms, where the focus is often on group instruction rather than
individual needs. Additionally, blended learning environments can foster greater collaboration
and communication through online discussion boards, group projects, and peer feedback, which
can enrich the learning experience and build a sense of community among students, even outside
the physical classroom (Hrastinski, 2019).

Traditional classroom settings, while well-established and familiar, also come with their own set
of challenges, particularly in terms of rigidity and scalability. A major challenge is the fixed
schedule and pace of learning that traditional classrooms impose. This can be problematic for
students who learn at different speeds or who have other commitments that make it difficult to
adhere to a strict timetable. The one-size-fits-all approach of traditional education may not
accommodate the diverse learning needs of all students, potentially leading to disengagement
and lower academic performance for those who require more time to grasp concepts or need
additional support (Salamah, 2005). The physical constraints of traditional classrooms also
present challenges. Overcrowded classrooms and limited resources can hinder effective teaching
and learning, as teachers may struggle to provide individualized attention and students may feel
lost in the crowd (Marzano et al., 2003). Additionally, the reliance on physical presence in
traditional classrooms can be a barrier for students with health issues, disabilities, or those who
live far from campus, limiting their access to education.
However, traditional classrooms offer distinct opportunities that are difficult to replicate in other
learning environments. The most notable advantage is the direct, face-to-face interaction
between students and instructors, which allows for immediate feedback, clarification of concepts,
and spontaneous discussions. This direct interaction is invaluable for building rapport, fostering a
sense of community, and addressing students' needs in real-time (Pianta, 1999). The structured
nature of traditional classrooms also provides a consistent and disciplined learning environment,
where students can develop essential time management and organizational skills (Evertson &
Weinstein, 2013). Traditional classrooms also excel in promoting social learning and peer
interaction. The physical proximity of students in a shared learning space encourages
collaboration, teamwork, and the development of interpersonal skills, which are crucial for
success in both academic and professional settings (Johnson & Johnson, 1999). Group activities,
in-class discussions, and peer feedback sessions are integral components of traditional learning
that contribute to a richer, more engaging educational experience.

2.2 Theoretical review

2.2.1 Constructivist Learning Theory by Jean Piaget 1970

Constructivist Learning Theory is fundamentally rooted in the work of Swiss psychologist Jean
Piaget, who is often credited as the founder of this influential educational framework. Piaget's
work in the early to mid-20th century, particularly his theory of cognitive development, laid the
groundwork for constructivism as a theory of learning. His seminal ideas were first introduced in
his 1936 book, The Origins of Intelligence in Children, but the constructivist theory as it is
recognized today was fully articulated in the 1970. Piaget proposed that children are not passive
recipients of knowledge but active participants in the learning process. They construct their
understanding of the world through a process of assimilation and accommodation, where new
information is integrated into existing cognitive structures, or schemas, and these schemas are
adjusted as new experiences occur. Constructivism posits that learning is an active, constructive
process where learners build new knowledge upon the foundation of their previous experiences.
This theory suggests that learners are not empty vessels to be filled with knowledge, but rather
they actively construct their own understanding based on their interactions with the world.
According to Piaget, learning occurs as individuals engage in processes of assimilation, where
they incorporate new experiences into existing frameworks, and accommodation, where they
modify these frameworks to accommodate new information.

Constructivist learning emphasizes the importance of context, as it argues that knowledge is

constructed within a social, cultural, and historical context. This theory also stresses the
importance of active learning, where students are encouraged to explore, question, and
experiment as they engage in problem-solving and critical thinking. The role of the teacher in a
constructivist classroom is to act as a facilitator rather than a director of learning, guiding
students through the learning process and providing them with opportunities to explore concepts
on their own. While constructivist learning theory has been widely influential in shaping modern
educational practices, it has also faced several criticisms. One of the main critiques is that it may
be overly idealistic and not always practical in real-world educational settings. Critics argue that
not all students are equally prepared to take on the active role that constructivism requires, and
some may struggle without more direct instruction. Additionally, constructivism can be
challenging to implement in large classrooms where individual attention from the teacher is
limited. Another criticism is that constructivist approaches may place too much emphasis on the
process of learning rather than the acquisition of specific knowledge or skills, potentially leading
to gaps in foundational knowledge.

Moreover, critics have pointed out that the theory may not be well-suited for all subject areas.
For instance, in disciplines that require the mastery of concrete facts or procedures, such as
mathematics or certain sciences, a more structured approach may be necessary to ensure that
students acquire the essential knowledge they need. Additionally, the reliance on students' prior
knowledge can be problematic if that knowledge is inaccurate or incomplete, as it may lead to
the construction of misconceptions that are difficult to correct later. Constructivist learning
theory is particularly relevant to understanding student satisfaction in blended learning
environments, a key variable in contemporary educational research. Blended learning, which
combines face-to-face instruction with online learning components, aligns well with
constructivist principles by offering a variety of learning modalities that cater to different
learning styles and preferences. In a blended learning environment, students have the opportunity
to engage with content in a more personalized and self-directed manner, which can enhance their
overall satisfaction with the learning experience.
For example, the flexibility inherent in blended learning allows students to learn at their own
pace, revisiting complex materials or advancing more quickly through content they find easier to
understand. This autonomy in learning is a critical component of constructivist theory, which
emphasizes the importance of allowing learners to take control of their own educational journey.
When students feel that they have more control over how and when they learn, their motivation
and engagement typically increase, leading to higher levels of satisfaction. Furthermore, the
diverse range of resources available in a blended learning environment, such as interactive
simulations, discussion forums, and multimedia content, supports the constructivist idea that
learning is enhanced through multiple forms of interaction and reflection. These resources
provide students with various ways to engage with the material, collaborate with peers, and
receive feedback, all of which contribute to a deeper understanding and more meaningful
learning experiences. As a result, students are more likely to feel satisfied with their learning
experience, as they perceive it to be relevant, engaging, and tailored to their individual needs.

2.2.2 Technology Acceptance Model (TAM) by Fred Davis in 1989

The Technology Acceptance Model (TAM) was developed by Fred Davis in 1989 as a
theoretical framework for understanding how users come to accept and use technology. TAM
was designed as an extension of Ajzen and Fishbein's Theory of Reasoned Action (TRA), which
posited that individuals' behavioral intentions are shaped by their attitudes toward the behavior
and subjective norms. Davis recognized the growing importance of technology in the workplace
and sought to create a model that could explain and predict the factors influencing users'
acceptance of new technologies. His work laid the foundation for a vast body of research on
technology adoption and has been widely applied in various fields, including education,
healthcare, and business.

TAM centers on two key determinants of technology acceptance: Perceived Usefulness and
Perceived Ease of Use.

 Perceived Usefulness (PU) is defined as the degree to which a person believes that using
a particular technology will enhance their job performance. In other words, if users
perceive a technology as beneficial in helping them accomplish their tasks more
efficiently or effectively, they are more likely to adopt it.
  Perceived Ease of Use (PEOU) refers to the degree to which a person believes that using
the technology will be free of effort. Technologies that are intuitive and easy to use are
more likely to be embraced by users because they require less mental and physical effort.

According to TAM, these two perceptions influence users' Attitudes Toward Using the
technology, which in turn affects their Behavioral Intention to use it. Behavioral intention is the
direct precursor to actual technology use. TAM suggests that when users find a technology
useful and easy to use, they are more likely to develop a positive attitude toward it and thus are
more likely to adopt and utilize the technology in their daily activities. Over the years, TAM has
been extended and modified to include additional factors such as social influence, facilitating
conditions, and user experience, leading to models like TAM2 and the Unified Theory of
Acceptance and Use of Technology (UTAUT). Despite these extensions, the original TAM
remains a foundational model in understanding technology adoption.

While TAM has been widely praised for its simplicity and practical applicability, it has also
faced several criticisms. One major critique is that TAM may oversimplify the complex process
of technology adoption by focusing primarily on perceived usefulness and ease of use. Critics
argue that this narrow focus ignores other important factors that can influence technology
acceptance, such as organizational culture, individual differences, and external environmental
factors. Another criticism is that TAM assumes a rational decision-making process, where users
logically evaluate the usefulness and ease of use of a technology before deciding whether to
adopt it. In reality, technology adoption can be influenced by a range of irrational factors,
including habits, emotions, and social pressures, which TAM does not fully account for.
Additionally, some researchers have questioned the model's ability to predict long-term
technology use, as initial acceptance does not always lead to sustained usage over time.
Furthermore, TAM has been critiqued for its reliance on self-reported measures, which can be
subject to biases. Respondents may overestimate their intentions to use a technology or may not
accurately reflect their true attitudes, leading to potential discrepancies between predicted and
actual behavior. Despite these criticisms, TAM remains a widely used and influential model in
the field of information systems and technology adoption research. Its ability to provide a
straightforward framework for understanding user acceptance has made it a valuable tool for
both researchers and practitioners.
The Technology Acceptance Model (TAM) is particularly relevant when examining student
satisfaction in blended learning environments. Blended learning, which integrates face-to-face
instruction with online learning components, relies heavily on the use of technology, making
TAM a suitable framework for analyzing how students interact with and accept these
technological tools. In the context of blended learning, Perceived Usefulness plays a crucial role
in determining student satisfaction. When students believe that the online components of a
blended learning course enhance their learning experience—by providing additional resources,
flexible learning schedules, or interactive learning activities—they are more likely to be satisfied
with the course. For instance, if an online platform allows students to access materials at their
convenience, engage in self-paced learning, and interact with peers and instructors effectively,
students are likely to perceive the technology as useful, leading to higher satisfaction levels.

Perceived Ease of Use is also a significant factor in student satisfaction. If the technological tools
used in a blended learning environment are intuitive and easy to navigate, students are more
likely to have a positive experience. Conversely, if the technology is difficult to use, requires
extensive technical knowledge, or is prone to frequent technical issues, students may become
frustrated, leading to lower satisfaction. The ease with which students can access and utilize
online resources, participate in discussions, and submit assignments online can greatly influence
their overall satisfaction with the blended learning experience. TAM also suggests that students'
Attitudes Toward Using the technology will influence their willingness to engage with the
blended learning environment. A positive attitude toward the online components, shaped by the
perceived usefulness and ease of use, can lead to higher engagement and better academic
outcomes. Students who are satisfied with the technology used in a blended learning course are
more likely to participate actively, which can enhance their learning experience and overall
satisfaction.

2.3 Empirical Studies

Because of new ways of teaching made possible by IT, students' opinions about how college
courses are taught have changed (Wu et al., 2010). These days, it looks like students would
rather learn online than in a more traditional school. In response to this trend, colleges and
universities are trying out new ways to teach their classes. For a long time, lecturing was the
main way that university classes were taught. Students now prefer different, extra ways to learn
because of how common information and communication technology has become. So, blended
learning is seen as a new way to learn that goes beyond standard online and face-to-face
methods. Friesen (2012), Boelens et al. (2015), Picciano (2006), and Verkroost et al. (2008) all
call blended learning "hybrid teaching" because it uses both standard classes that take place in
person and online classes that do the same thing. It also uses media and technology in traditional
classroom tasks that happen in person. When talking about how to define blended learning, many
writers have pointed out that it includes both online and in-person parts. To put it simply,
blended learning is when you combine traditional classroom learning with learning that takes
place online. Blended learning combines online and in-person learning, so students can access
course materials more easily and when it's most convenient for them. It also makes managing the
course easier. All the information is in one place, which makes it great for keeping an eye on the
learning process and giving out and graded tasks (Rahman et al., 2015). Fadde and Vu say that
students are also urged to work on their own when they use blended learning. As a result,
blended learning through specialized tools that colleges and universities use makes it easier for
people to share information and course materials. Fisher et al. (2018) say that there is research to
support the claim that students are interested in and happy with online learning. Students are
more interested in what they are learning when they use blended learning methods (Fadde & Vu,
2014).

In Al-Faqqi's (2011) study, the learning model integrates self-paced learning with structured
support from a teacher. This approach involves interaction with the teacher through various
channels, such as email, discussion forums, and face-to-face meetings, coupled with self-directed
resources like books and online courses. This combination is akin to a chemical reaction, where
the teacher's engagement acts as a catalyst for the desired learning outcomes. Moreover, Al-
Faqqi emphasizes a learning model that blends diverse activities and methods to foster specific
behaviors. This model requires learners to interact with each other in a risk-free environment,
encouraging collaborative and supportive learning. Lastly, the efficiency-driven learning model
highlighted by Al-Faqqi focuses on merging performance-support tools with knowledge
management resources and expert consultations. This approach aims to develop specific
competencies by capturing and transferring implicit knowledge through interactions with
specialists in the field.
One study on blended learning (Maccoun, 2016) looked at how it affected fifth graders' biology
class success and ability to remember what they learned. The control group learned about old-
fashioned ways of learning, while the experimental group learned about viable learning. Two
groups were chosen at random from one of the high schools in the middle of Baghdad's city
center. After taking five failed students out of each group of thirty, the final sample was made up
of sixty students. We made a performance test with thirty multiple-choice questions after making
sure the study was real and accurate. A test of ability and a test of memory showed that the
experimental group did better than the control group. The goal of this study was to look at how
blended learning affected sixth graders' short-term and long-term success in an English language
arts class (Al-Rimawi, 2014). To reach their goals, the study team used a quasiexperimental
design and made sure that a performance assessment was valid and reliable. Sixty boys from
Um-Qasir School in Quwaismeh, Amman, took part in the study. They were split halfway
between an experimental group and a control group. The test results showed that the
experimental group's means for both instant and delayed performance were very different from
each other.

That students will need to do well in school, including the knowledge and skills they will need.
The study by Al-Hasan (2013) looked into blended learning technology, how it affected the
biology class success of second graders in private secondary schools, and how likely they were
to use it. This is what the researcher did to reach his or her goal: She picked 41 students at
random from private high schools and put them into two equal groups. One group studied using
blended learning technology (n=26), and the other group studied the old-fashioned way (n=25).
Data from two tools—a performance test and a questionnaire— were used to measure the trend
toward blended learning. For the scientific work, we used the right methods. The people who
filled out the trend measurement questionnaire showed statistically significant positive trends
about blended learning. There are also statistically significant differences in favor of the students
who studied through blended e-learning (the experimental group). Another study by Shahin and
Abolhasani (2008) looked at how well fifth graders at Tanta's Al-Naser Experimental School
could use blended learning to get better at science processes. The most interesting thing that the
study found supports the idea that blended learning works because it blends online and classroom
learning to give students more ways to learn. It was found that when a post-test was given in
science, there was a statistically significant difference between the experimental group that had
used blended learning and the control group that had used traditional teaching. To top it all off,
the post-application trend scale for blended learning showed that the experimental group's mean
grades were significantly different from those of the control group.

As new technology has grown, it has changed how smart college students can learn. Students
who are excited about new technology are a big reason why online education is growing and
becoming more popular. Online classes are becoming more and more popular in higher
education today (Qiu, 2019). During online learning, both students and teachers use the internet
to do their work. Several colleges are using both blended learning (BL) and online delivery (OL)
to keep up with the changing needs of higher education. It is said by Zeqiri and Alserhan (2020).
Heirdsfield et al. (2011) say that blended learning is when you use both online and traditional
ways to offer educational tools. Studies have shown that a mix of online and traditional delivery
methods works well in colleges. People think that blended learning can make this kind of mix of
delivery doable. Because of this, the arrival of new communication tools has caused a major
change in how schools teach and learn (López-Pérez et al., 2011). A lot of study has been done
on educational technology and how it can be used in recent years (Tselios et al., 2011). A
possible alternative to standard distance learning is blended learning, which combines online and
in-person lessons (Diep et al., 2017). More than one study has looked into how blended learning
affects students' happiness (Sadeghi et al., 2014; Sajid et al., 2016; Vernadakis et al., 2012; Wu
et al., 2010). Melton et al. (2009) did another study that showed blended learning is better than
standard ways of teaching. This fits with what Lim and Morris (2009) found, which is that
students are happier with blended learning. So, one way to figure out if this type of class mix
works in higher education is to see how happy the students are with blended learning. Finding
out what makes students happy can help schools figure out how to make a better learning setting
for them (Wu et al., 2010). A lot of research has been done on how students feel about traditional
classroom instruction vs. online or hybrid choices. But not as much research has been done on
how student satisfaction in blended courses affects their final grades. If students are happy with
blended learning, they may do better in some parts of their work. According to study by Boyle et
al. (2003), students at both schools did much better after using blended learning strategies, and
the students liked these strategies.
Higher education institutions try to figure out what makes students happy, since that could lead
to better success. This is because student happiness is seen as a key indicator of how well
students are learning. A lot of people think that blended learning is an important part of making
students happy. So, the point of this study is to look at how students feel about blended learning.
The main point of the study is to find out how SEE University students feel about blended
learning and how it affects their happiness. It is also wanted to know if this happiness is linked to
better grades.

2.4 Appraisal of the Literature

Numerous studies have highlighted the effectiveness of blended learning in enhancing student
engagement, flexibility, and overall learning outcomes. For instance, researchers such as
Garrison and Kanuka (2004) have underscored the benefits of blended learning in creating a
more interactive and personalized learning environment, which can lead to improved academic
performance. The integration of online components with traditional face-to-face instruction
allows for greater accessibility and caters to diverse learning styles, making education more
inclusive and adaptable to individual needs. This body of work demonstrates the potential of
blended learning to not only meet but also exceed the expectations of modern learners,
particularly in higher education settings.

However, the literature also reveals significant challenges associated with the implementation of
blended learning. Issues such as the digital divide, varying levels of technological proficiency
among students, and the potential for poorly integrated online and face-to-face components can
hinder the effectiveness of blended learning environments. These challenges are particularly
pronounced in contexts where access to reliable technology is limited or where students lack the
self-regulation skills necessary to thrive in a blended learning setting. Researchers like Garrison
and Vaughan (2008) have pointed out that the success of blended learning heavily depends on
the quality of course design and the seamless integration of its components. Without careful
planning and execution, blended learning can lead to student dissatisfaction and lower academic
outcomes, as students may struggle with the demands of managing both online and in-person
activities.
Moreover, while blended learning has been shown to improve student satisfaction, the literature
suggests that this satisfaction is closely tied to the quality and ease of use of the technological
tools employed. The Technology Acceptance Model (TAM), for example, has been applied in
several studies to assess how students' perceptions of usefulness and ease of use of online
platforms influence their overall satisfaction and academic performance. Studies have found that
when students perceive the technology as beneficial and easy to navigate, their satisfaction with
blended learning increases, leading to better engagement and academic success. Conversely,
difficulties with technology can result in frustration and decreased satisfaction, underscoring the
need for institutions to provide robust technical support and user-friendly platforms to ensure the
effectiveness of blended learning initiatives.