Unveiling the path to acceptance for blended learning adoption through an SEM-based model

Blended learning has emerged as a promising pedagogical approach, primarily due to its ability to enhance the learning experience. This study investigates the readiness of university students for blended learning through a one-group, pretest-posttest, pre-experimental design. A quantitative model is employed, integrating Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM) to construct a blended learning readiness framework. The study included a cohort of 876 responses, with data collected from 444 students in the first phase of the study and 432 students in the second phase at a higher educational institution in Bangladesh. This study identifies a 30-item scale and seven key factors that influence students’ readiness for blended learning. The research found significant associations between technological support, user satisfaction, learning flexibility with both students’ attitudes toward blended and face-to-face learning. Moreover, strong relationships were also found between attitudes toward blended and face-to-face learning with readiness for blended learning. A comparative analysis of students’ views in the two phases demonstrates no increase in their readiness for blended learning after a short period of online learning exposure. This study adds to the growing blended learning research understanding by developing a readiness framework and examining the pre- and post-online learning experiences on students’ readiness.