Investigating Factors Influencing Learning Satisfaction in Blended Learning Environments: A PLS-SEM Approach

Abstract

Blended learning has gained significant attention in the field of education, particularly within Bachelor of Education (B.Ed.) programs, due to its potential to enhance learning outcomes and engage students flexibly and interactively. Educators and course developers need to understand the factors influencing students' satisfaction with blended learning in order to optimize the learning experience. Educators and course developers need to understand the factors influencing students' satisfaction with blended learning in order to optimize the learning experience. This study aims to explore these influencing factors in blended learning environments specifically tailored for B.Ed. Students. By employing the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach, this research will analyze the relationships among critical variables such as instructional design, technology integration, student engagement, interaction quality, and perceived ease of use. This research is quantitative. The study will collect data from B.Ed. Students, through questionnaires, assess how these variables contribute to their overall learning satisfaction. The PLS-SEM approach will allow for a comprehensive examination of the direct and indirect effects of these factors, providing a nuanced understanding of their interplay. The findings will offer insights into the most impactful elements of blended learning environments and highlight areas for improvement. By identifying the critical determinants of learning satisfaction, this research aims to inform the development of more effective blended learning strategies, ultimately leading to enhanced educational experiences and outcomes for B.Ed. Students. The results will be valuable for educators, instructional designers, and policymakers seeking to implement and refine blended learning models in teacher education programs.