INVESTIGATING UNIVERSITY LEVEL STUDENTS’ PREFERENCES BETWEEN TRADITIONAL AND BLENDED LEARNING APPROACHES

Abstract

This research assessed the students’ attitudes toward blended learning at universities, specifically accenting delivery mode preferences, exam format preferences, and trust in the digital instructional resources. The study used a quantitative research method with descriptive survey design. A purposive sample of 450 students from public and private universities was used. The study utilized the validated instruments. It was also notable that students had highly positive inclination toward face-to-face interaction, and hands-on practice, which suggested a hybrid approach of face-to-face teaching and online instruction was preferred over the fully online style of teaching. The analysis revealed that university type and academic year influence attitudes. Concerning the exam types, students were more comfortable with traditional paper and pencil tests; but male students were more accepting of technology-based tests. The level of trust in digital instructional materials was high, although it varied by year of study. Thus, teachers should adopt a gradual approach in integration of blended learning into their classroom. There is need to support learning from diverse backgrounds. The study can help inform educational policy, course development & faculty professional growth in institutions.