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Recent advancements in computer and digital technology have led to the development of new models of teaching and learning that differ from traditional instruction. One such model is blended learning, a concept that dates to the advent of digital technology and is intended to individualize the learning process and bridge distance and time through correspondence courses (Bryan & Volchenkova, 2016). As such, this model offers students partial control over aspects of their learning and is associated with improved pedagogy and increased information access.
The term blended learning is context-dependent and has been defined differently by various scholars (Graham, 2006; Hew & Cheung, 2014; Krasnova, 2015; Oliver & Trigwell, 2005; Staker & Horn, 2012). There is agreement that blended learning is an integrated learning experience controlled and guided by instructors in the form of face-to-face communication or virtual presence. Lalima and Dangwal (2017) defined blended learning as embracing the advantages of both traditional classroom teaching and information and communication technology (ICT)–supported learning, with the potential for collaborative, constructive, and computer-assisted learning. According to Rovai and Jordan (2004), a blended course can lie anywhere between fully face-to-face and fully virtual e-learning (online) modalities.
Higher education institutions in the United Arab Emirates (UAE) have pioneered the integration of digital technology in education in the Gulf and the wider Arab region (Ahmed & Al Marzouqi, 2015; Alkaabi et al., 2016). Ahmed and Al Marzouqi (2015) found that blended teaching significantly enhanced learning and level of understanding among the United Arab Emirates University (UAEU) engineering students. Yet, their findings cannot be generalized because of the limited scope and sample coverage. AlMurshidi (2017) surveyed UAEU College of Education students engaged in a mobile learning project that was to subsequently transition to blended delivery. Students reported several positives, including bridging distance and time and eliminating the need for books. However, they also mentioned several drawbacks, including difficulty accessing the network and device limitations, such as battery life and memory capacity.
This study is driven by a need to assess the level of acceptance and usefulness of blended learning in higher education institutions in the Arabian Gulf Region, focusing on the UAEU. The UAEU is ranked among the top five Arab universities and is number 284 worldwide, according to the 2020 QS ranking system. The university is investing considerable resources to transform classrooms into collaborative, technology-based teaching environments. It is monitoring, through the UAEU Center for Excellence in Teaching & Learning, a transformation from traditional learning to a blended-learning approach. Several UAEU courses have transitioned to blended learning, yet few investigations have assessed student satisfaction (SS), information quality (IQ), service quality (SERQ), system use (SU), and overall system quality (SQ).
The main objective of this study is to use DeLone and McLean's information system success (D&M ISS) model and theory to evaluate the success of the blended-learning mode (DeLone & McLean, 1992, 2003), using UAEU data. To better account for the face-to-face factor of the blended modality, the SQ component of the original D&M ISS model has been updated to use measures of instruction quality, engagement, and interaction among instructors and peers. This reflects possible influence of the social bond in the success of the system. Originally, SERQ was used to measure the level of ICT support, information content, and delivery.