Students’ Perceptions of Blended Learning in Higher Education: A Multidimensional Analysis

Authors

DOI:

https://doi.org/10.56059/jl4d.v13i2.2203

Keywords:

blended learning, student perception, higher education, quantitative study, postgraduate students, India

Abstract

Blended learning, combining face-to-face and digital instruction, is increasingly being adopted in higher education, warranting systematic examination of students’ perceptions. This cross-sectional quantitative study investigates postgraduate students’ perceptions in a public university in eastern India using the Blended Learning Perception Scale (BLPS), a 21-item instrument across seven dimensions. The scale demonstrated satisfactory reliability (α = .82) and construct validity (KMO = .84; Bartlett’s test significant), supporting its multidimensional structure. Data from 313 postgraduate students indicated moderate perceptions overall, with most respondents clustered in the mid-range. Group comparisons using t-tests and ANOVA showed no statistically meaningful differences across demographic, academic, or access-related variables, suggesting relative consistency across subgroups. Multiple regression indicated that the dimensions jointly explained a substantial proportion of variance in perception (R² ≈ .50), with instructional and teaching-related factors showing comparatively stronger associations than technological aspects. The findings highlight the role of pedagogical design alongside technological features and offer a structured, multidimensional approach to examine blended learning perceptions in higher education.

Author Biographies

Prasenjit Das, Ph.D. Scholar, Department of Education, Raiganj University, W.B. 733134, India

Prasenjit Das is a PhD scholar at Raiganj University, West Bengal, India. His research focuses on higher education students’ perceptions of blended learning. He has published 15 peer-reviewed research articles and contributed seven chapters to edited volumes in the field of education. Additionally, he has presented 12 research papers at various conferences and seminars. He is the author of a textbook titled Inclusive education. His academic interests include Educational Technology. Email: pdas1534@gmail.com (https://orcid.org/0000-0003-0243-4710)

Pranab Barman, Assistant Professor, Department of Education, Raiganj University, W.B. 733134, India.

Dr. Pranab Barman is an Assistant Professor of the Department of Education at Raiganj University, West Bengal, India. His research has been published in over 40 peer-reviewed national and international journals, and he has delivered several presentations at national and international conferences and seminars. He has also edited several books and authored textbooks entitled Learning resource and classroom management and Educational sociology. Email: pbarmanskbu@gmail.com (https://orcid.org/0000-0002-3783-0097) 

Arnab Kundu, Institute for Educational Research and Policy

Dr. Arnab Kundu is a researcher specialising in educational technology. He earned his PhD from Bankura University and has postdoctoral research experience at the Tata Institute of Social Sciences, Mumbai, India. His research focuses on pedagogical challenges in under-resourced educational contexts. He has authored 36 research papers published exclusively in SCOPUS-indexed international journals, including 15 in Q1-ranked from reputable publishers such as Springer, Sage, Taylor & Francis, IGI Global, Emerald, and Inderscience. Email: arnab.kundu@ierp.org.in (https://orcid.org/0000-0002-2291-5741)

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Published

2026-07-13

How to Cite

Das, P., Barman, P., & Kundu, A. (2026). Students’ Perceptions of Blended Learning in Higher Education: A Multidimensional Analysis. Journal of Learning for Development, 13(2), 230–245. https://doi.org/10.56059/jl4d.v13i2.2203

Issue

Vol. 13 No. 2 (2026): ISSUE 2

Section

Research Articles

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Copyright (c) 2026 Prasenjit Das, Pranab Barman, Arnab Kundu

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Received 2025-06-30
Accepted 2026-04-27
Published 2026-07-13