Learners’ Experience, Satisfaction and Voice in Blended Learning: A Case Study in an Indian Higher Education Institution

The study, reported in this chapter, explores the effectiveness and implementation of the blended learning approach at an institute of higher education in India. The research employs Keller’s ARCS model within a case study framework to highlight the significance and relevance of learners’ pride and happiness in the blended learning mode and details the modalities of assessing learners’ satisfaction and hearing their voices while conducting and after completing the courses. A cohort of 173 students new to blended learning participated in this research. The findings point to a positive reception of blended learning among students, who reported that the blended learning environment helped them gain knowledge, interact with multimedia content, and enhance their engagement levels. They also expressed that the learning material was interesting and that the blended learning approach would benefit their future success. The findings also reveal strong student support for blended learning. Most participants acknowledged the benefits of this approach and expressed confidence in their ability to utilise it in future academic endeavours. Qualitative data from student interviews corroborated these results, indicating that the implementation of blended learning at the institute was well-received. Students reported that the learning experience was engaging and informative, leading to high satisfaction levels. They particularly appreciated the interactive nature of the sessions and the knowledge gained through this educational model. The students would choose to study through the blended learning approach any day as compared to face-to-face teaching mainly because of flexibility and convenience, personalisation of experiences, and enhanced engagement. The students also had a positive experience of using the Moodle platform which hosted the blended learning courses.