International Journal of Education and Development using ICT

International Journal of Education and Development using ICT > Vol. 21, No. 1 (2025)

University Students' Acceptance of Hybrid Learning at a South African University

Jameson Goto, University of Johannesburg
Elize du Toit , University of Johannesburg

Abstract
In the post-COVID-19 pandemic, innovative lecturers have continued using hybrid learning strategies. This study investigates university students’ satisfaction with hybrid learning in a country plagued by intermittent power outages and connectivity. Giray's (2021) e-learning satisfaction framework framed the study. One hundred and ninety-four (194) students responded to the online survey. Structural equation modelling analyses revealed that student autonomy and lecturer support significantly influenced hybrid learning satisfaction, whilst student interaction and collaboration did not. Second-order structural modelling indicated that lecture support was the most important predictor of hybrid learning in diminishing order, followed by hybrid learning satisfaction, student autonomy and student interaction and collaboration. Gender, moderated student collaboration and interaction, student autonomy, and hybrid learning satisfaction with the means of males greater than those of females. The results could inform e-learning practitioners on designing effective hybrid learning environments in infrastructural-constrained environments such as unreliable connectivity and power outages to enhance student satisfaction and success.

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