Exploring the Benefits and Challenges of Blended Learning Models in Higher Education

Abstract

In an effort to fill this knowledge vacuum, the present study analyzed the relationships between students' gender, major, and perspective on blended learning. The study's overarching goal was to determine whether, and to what extent, these two factors affected students' perspectives on the issue. Saudi Arabian college students were the subjects of a quantitative survey. The information gathered for this research was analyzed using both descriptive and inferential statistics. The study's results emphasize the many benefits of blended learning, including its adaptability, user-friendliness, engagement, interaction, and availability to learning resources. These advantages are only the beginning. The results of this research reveal a gender difference in the evaluation of blended learning since male students rated its flexibility and convenience lower than female students. However, no major discrepancies were found across the various research foci. This research endeavor enhances the current knowledge base by acquiring and assessing primary data pertaining to the environmental conditions in Saudi Arabia. In addition to shedding insight on the importance of gender diversity in course design, the aforementioned factors also inform our understanding of students' opinions on blended learning. The results of this study provide important information on the impact that students' prior educational experiences have on their impressions of blended learning.