Title: Satisfaction of students and teachers with blended learning during COVID-19 pandemic: an Algerian case study

Authors: Meriem Laifa; Samir Akhrouf; Djamila Mohdeb; Mouhoub Belazzoug

Addresses: Department of Computer Science, Mohamed El Bachir El Ibrahimi University, Bordj Bou Arreridj, Algeria; Laboratory of Informatics and its Applications of M'sila, M'sila, Algeria ' Laboratory of Informatics and its Applications of M'sila, M'sila, Algeria; Department of Computer Science, Boudiaf University, M'Sila, Algeria ' Department of Computer Science, Mohamed El Bachir El Ibrahimi University, Bordj Bou Arreridj, Algeria ' Department of Computer Science, Mohamed El Bachir El Ibrahimi University, Bordj Bou Arreridj, Algeria

Abstract: The conversation on the effectiveness of blended learning experience in Algerian higher education has not received the necessary attention compared to developed countries. Moreover, there is a scarcity of research that discusses the impact and benefits of the pandemic-induced changes in Algerian higher education. The primary goal of this paper is to initiate a deeper conversation about blended learning in Algerian higher education using an exploratory research method based on empirical evidence and quantitative data. It examines teachers' and students' satisfaction with blended teaching and learning at Algerian universities since the start of COVID-19. There was a total of 782 students and 82 teachers involved with valid questionnaire responses, from two different Algerian public universities. The data were examined using descriptive and inferential statistical analysis. The paper also discusses the values, benefits, and restrictions of the mandatory blended learning approach applied by the Algerian ministry since March 2020.

Keywords: blended learning; blended teaching; information and communication technologies; ICTs; Algerian higher education; emergency learning; distance education; COVID-19; university; education.

DOI: 10.1504/IJLT.2024.142509

International Journal of Learning Technology, 2024 Vol.19 No.3, pp.273 - 297

Received: 01 Oct 2022
Received in revised form: 04 Dec 2022
Accepted: 26 May 2023
Published online: 05 Nov 2024 *

Full-text access for editors Full-text access for subscribers Purchase this article Comment on this article