An exploration of the acceptance of blended learning in private islamic higher educational institutions

Abstract

This study explores the acceptance of blended learning (BL) among educators and students in Private Islamic Higher Educational Institutions (PIHEIs). In the wake of COVID 19 pandemic, integration of technology has become increasingly important with blended learning (BL) emerging as a valuable alternative for educators and learners. BL combines traditional method where face to face instruction and online learning are being integrated allowing flexibility in teaching and learning. This research aims to understand the perceptions, challenges, and acceptance of both educators and students in adopting BL. Using a qualitative methodology, six educators and ten English Language students were interviewed using a semi structured question. Thematic revealed three key themes: Technological Challenges, Attitudes Towards Blended Learning, and Preferences for Traditional Learning Methods. Subthemes for technological challenges included issues such as technical difficulties, digital literacy, and infrastructure limitations. Attitudes towards blended learning varied, with some participants expressing positive views on its flexibility and effectiveness, while others highlighted difficulties in maintaining engagement and motivation. For preference for traditional face-to-face instruction, it was clearly stated that participants valuing direct interaction and immediate feedback. The findings suggest that in ensuring a successful implementation of BL in PIHEIs, it requires addressing technological barriers, enhancing digital literacy and providing a strong support system.  The study concludes that careful planning and ongoing support are essential to increase the acceptance of blended learning in Islamic higher education contexts