Title: Engineering students' perceptions of blended learning during COVID-19 pandemic: context of a developing country

Authors: Aqel Surama Mohammed Al-Suraimi; Mahbub Hasan

Addresses: Huazhong University of Science and Technology (HUST), Luoyu Road 1037, Wuhan, China ' Department of Technical and Vocational Education (TVE), Islamic University of Technology (IUT), Gazipur, Bangladesh

Abstract: Blended learning (BL) is a commonly recognised approach that blends the advantages of face-to-face and online learning components. However, over the years, concerns have been raised about whether this strategy of mixing online and face-to-face teaching components benefits students' learning. This study aims to understand this issue by examining students' perspectives of blended learning in university settings. 266 students from a technology-focused engineering university in Bangladesh participated in this study. A mixed-method research approach was adopted to explore students' perceptions of BL as a teaching-learning platform, which includes the development of a structured questionnaire with an open-ended question. An electronic survey was conducted that includes three subsections: (a) usefulness of BL environment, (b) engagement in BL environment, and (c) independent leaning in BL environment. Using descriptive frequencies and ANOVA to analyse the 5-point Likert scale survey data and thematic analysis for the open-ended question, this study evidenced that engineering students perceive BL positively. This study provides valuable insight for academic administrators and policymakers on maximising the benefits of the BL approach in university teaching and learning through technology, collaboration, and personalised learning. Some recommendations for future research are also proposed.

Keywords: blended learning; student perception; engineering education; COVID-19; developing country.

DOI: 10.1504/IJSMARTTL.2022.128041

International Journal of Smart Technology and Learning, 2022 Vol.3 No.1, pp.67 - 87

Received: 21 May 2022
Received in revised form: 26 Jun 2022
Accepted: 05 Jul 2022
Published online: 04 Jan 2023 *

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