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Blended Learning in Algeria: Assessing Students' Satisfaction and Future Preferences Using SEM and Sentiment Analysis
Meriem Laifa1,2, Roya Imani Giglou3, Samir Akhrouf2,4
1Department of Computer Science, Mohamed El Bachir El Ibrahimi University, Bordj Bou Arreridj, Algeria.
Innovative Higher Education
|June 26, 2023
Summary
Blended learning in Algerian universities positively impacts student satisfaction and future preferences, driven by perceived ease of use and usefulness. This highlights its potential for sustainable higher education in developing countries.
Area of Science:
- Educational Technology
- Higher Education Studies
- Developing Economies
Background:
- COVID-19 restrictions accelerated the adoption of blended learning in higher education.
- Underprivileged countries face unique challenges and opportunities in implementing new educational strategies.
- Algeria's higher education sector is adapting to evolving learning modalities.
Purpose of the Study:
- To investigate factors influencing student satisfaction with blended learning in Algeria.
- To examine the impact of blended learning on students' future educational preferences.
- To provide insights for curriculum development and policy-making in developing nations.
Main Methods:
- Quantitative analysis using Structural Equation Modeling (SEM) on 782 questionnaires.
- Qualitative data analysis through unsupervised sentiment analysis of participant feedback.
- Examined relationships between perceived ease of use, usefulness, satisfaction, and future preferences.
Main Results:
- Perceived ease of use and usefulness significantly and positively influenced student satisfaction.
- Student satisfaction positively impacted their future preferences for blended learning.
- Ease of use and usefulness indirectly influenced future preferences through satisfaction.
Conclusions:
- Blended learning is a viable strategy for Algerian higher education, contingent on user perception.
- Student satisfaction is a key mediator for the long-term adoption of blended learning.
- Findings support curriculum enhancement and policy adjustments for sustainable blended learning environments in developing countries.
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