Students’ Satisfaction with Blended Learning in Higher Education Context amid an Exacerbating Crisis

Abstract

Blended learning (BL) is promoted at the University of Sciences and Arts in Lebanon (USAL) as an ad hoc model with neither feasible planning nor adequate infrastructure facility. It was rather promoted as a cost-cutting solution that might endure the sustainability of the university’s enrolment and operating abilities, precluding the meltdown of the students’ financial capabilities by saving the extortionate transportation expenses. There is a considerable satisfaction of USAL’s students with blended learning; which in turn reveals a bright image of USAL’s skillful maneuver throughout a two-semester academic year bringing blended learning into action in no time. Low satisfaction rates are evident with the interactivity and engagement dimension in general and with the opportunities given to the students to collaborate, reflect their viewpoints, access information in particular, the offering of immediate feedback and the interactivity’s influence over leading to positive learning outcomes. USAL instructors should pursue a professional development program to ensure a considerable proficiency in designing feasible digital tools and thus engaging the undergraduates and keeping up an interactive atmosphere within that will effectively promote the delivery of the online sessions.

Keywords

• blended learning (bl)
• student satisfaction
• lebanese crisis
• higher education
• usal undergraduates