The Students’ Perceptions and Attitudes towards Blended Learning among Undergraduate Students in Kuala Lumpur

Abstract

Blended learning resulted in improving learning and student satisfaction. A cross-sectional study was done to determine the perception and attitude of undergraduates among gender, years of study and departments. There are three domain that has been considered which is perception, the concepts of blended learning and the negative impression are explored in this study. A total of 126 students from Year 1 and Year 2 were recruited as respondents from two departments in the university in Kuala Lumpur. Students had high preferences to perception and concepts of blended learning. In terms of perception, there was a significant difference in the departments to blended learning among biomedical and nutrition students. There was a significant difference for domain negative expression and concept of blended learning between department according to the result of multivariate test.

Undergraduate Students' Perception of Hybrid Learning: Voices from English Language Education Students in Pandemic Era

“…Talis et al (2018), similarity in their study, confirmed that students had positive perception towards hybrid learning since it is more efficient and effective which could make them easy and enhanced in understanding the materials. On the contrary, these findings found were rejected by previous findings by Vaksalla et al (2019) and(Mohamad et al, 2015). Vaksalla et al (2019) proved that students had negative perception on blended learning as the instructions of the assignments were unclear.…”

“…On the contrary, these findings found were rejected by previous findings by Vaksalla et al (2019) and(Mohamad et al, 2015). Vaksalla et al (2019) proved that students had negative perception on blended learning as the instructions of the assignments were unclear. Identically, Mohamad et al (2015) confirmed that students found difficulties in understanding the content in English language learning.…”

“…However, the contrast finding on student engagement and blended learning confirmed that several students struggled to work on team and built a community feeling with their classmates in blended learning (Holley & Oliver, 2010). Moreover, Vaksalla et al (2019) affirmed that the students had negative perception towards blended learning since the students frequently spend a significant amount of time on the internet in hybrid learning to complete a job and obtain notes. As a result, they become less socially connected with others around them.…”

“…Consequently, when students have a negative attitude toward language learning, they will be reluctant and pay less attention during the teaching-learning activity (Abidin et al, 2012). Besides, Vaksalla et al (2019) revealed that the students had negative perception on blended learning due to the slow internet connection. Additionally, Sriwichai (2020) on her study about students' readiness and problems in learning English through blended learning showed that the students lacked motivation to learn English during blended learning because the students had some difficulties in learning inside and outside the classroom.…”

Students' Perception on Blended Learning in English Class during the COVID-19 Pandemic

“…The positive response about all of the items on the behavioral aspect can be assumed that students have a more positive attitude towards blended learning. As Vaksalla et al (2019) 1.2 above presents the cognitive aspect which only has one indicator. As can be seen from the table, item 16 with the statement "The implementation of blended learning through WhatsApp allows me to explore the potential within myself" has the highest value, which means it is the most 'agreed' statement.…”