Enhancing Students' Satisfaction through Asynchronous Blended Learning in Higher Education: PhD Students at the University of Sidi Mohamed Ben Abdellah as a Case Study

Abstract

The current study investigates the influence of asynchronous blended learning on student satisfaction among PhD students in the English department at the University of Sidi Mohamed Ben Abdellah, Fes-Morocco. Blended learning, an approach combining traditional and online learning methods, has become increasingly prevalent in higher education. This research addresses two primary questions: the factors influencing student satisfaction and the efficacy of asynchronous blended learning in enhancing learning experiences. Data is collected through a questionnaire administered to 43 students, with both quantitative and qualitative components analyzed. The results reveal a general neutrality among students towards blended learning, with a preference for traditional classroom settings. The study identified several challenges, including technical issues, communication barriers, and difficulties in time management. Despite these challenges, qualitative feedback indicates that students appreciate the diversity and flexibility offered by blended learning. The study concludes that while asynchronous blended learning presents significant advantages, there is a need for improved support and communication to enhance student satisfaction and engagement.