Abstract
Blended learning has emerged as a transformative educational approach, yet understanding graduate students' perceptions and experiences remains underexplored. Given the increasing prevalence of blended learning in higher education, understanding these perspectives is vital for enhancing instructional design and improving student outcomes. This study employed a sequential explanatory mixed-methods design by first collecting quantitative data through a survey questionnaire, utilizing a stratified sampling technique to assess graduate students' perceptions of blended learning, followed by qualitative focus group discussions (FGD) with purposive sampling to gain deeper insights into their experiences and the contextual factors influencing those perceptions. Findings indicate that students show a strong personal interest in coursework (x̅=3.32), enhancing engagement and academic performance, while the flexibility of blended learning helps them balance commitments (x̅=3.34) and fosters self-directed learning. However, a need for more relevant and stimulating assignments (x̅=2.58) is evident, highlighting the necessity for continuous content adaptation to sustain motivation. Conversely, the qualitative phase provided deeper insights, revealing that students appreciate quick access to materials and improved time management, enhancing their efficiency. Despite a generally positive attitude towards blended formats, concerns about the quality and enjoyment of course materials emerged, alongside challenges in promoting ownership of learning and maintaining discipline. Engagement levels were favorable, but issues with participation and connections among peers and instructors require attention. By prioritizing the enhancement of course content, fostering collaborative opportunities, and supporting self-regulation strategies, educators can markedly improve student satisfaction and academic success in blended learning contexts.
