Students’ Perceptions on Blended Learning in an Indonesian Higher Education

Abstract

Objective: This study examines student perceptions of blended learning by exploring their initial experiences within an Indonesian higher education context. The focus is on understanding students’ preferences across learning modalities, their perceived effectiveness, and the perceived advantages and challenges associated with blended learning environments.  Method: The data were collected from 95 undergraduate students using a structured questionnaire comprising both closed- and open-ended items. Descriptive statistics were used to analyze the quantitative data, and Exploratory Factor Analysis (EFA) in JASP to identify the latent structure of student perceptions. Meanwhile qualitative responses were analyzed thematically to capture experiential insights.  Results: Results show a clear gap between students’ preferences and participation trends. Face-to-face learning was experienced as the most effective modality, but the highest attendance was recorded in asynchronous LMS-supported sessions. This indicates the importance of flexibility in learning behaviour. Qualitative results identify some challenges related to online learning, especially concerning understanding, interaction and motivation. This is further demonstrated by the EFA results, that students do not perceive blended learning as an integrated system.  Rather, it is as a set of distinct pedagogical and psychological experiences across different modalities. Novelty:This study contributes to the literature by identifying a behavior–preference gap in blended learning and by demonstrating that flexibility operates as a key driver of student engagement. It advances the conceptualization of blended learning as a multidimensional and segmented learning ecosystem, emphasizing the need for stronger alignment between flexibility, instructional design, and learning support to ensure pedagogical effectiveness.