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to express their perceptions about this different model, discuss potential problems,
and suggest modifications (Powell et al., 2015).

This study explores students’ perceptions of blended learning in a Saudi higher
education institution; namely, the Saudi Electronic University, investigates problems
students encounter, and identifies potential solutions. More specifically, the study
aims to describe the actual utilization of online learning represented by Blackboard as
the official Learning Management System in SEU and to dictate students’ satisfaction
with the learning experience. Therefore, it attempts to answer the following research

Questions:

What is the students’ selfconcept about technology and especially Blackboard?

To what extent do students utilize the supplementary materials on Blackboard?

To what extent are students satisfied with their blended learning experience?

Literature review

Blended learning combines the benefits of both facetoface and online
instruction. It is costeffective in terms of infrastructure, classroom maintenance, and
space (Alebaikan and Troudi 2010; Owston et al. 2013). It adds flexibility to instructors’
schedules so they can manage their schedules and activities. It reduces classroom
teaching time and offers instructors extended time for planning, grading, and
supporting outofclass activities (Alharbi and Drew, 2014; Powell et al., 2015). For
students, it offers allthetime access to course materials while preserving the
advantages of facetoface instruction. It also encourages social interaction and
collaborative by extending the learning environment beyond traditional classroom
settings (Li et al. 2014); students, naturally, build learning relations and engage in
creating virtual groups on WhatsApp or Telegram, a new learning trend came to be
known as microlearning (Aldosemani, T., 2019). According to Marsh (2012), blended
learning supports learners’ individualism, collaboration, independence, and
engagement. It allows for flexible and lessstressful skills practice because learners can
learn at their own pace, take charge of their learning, and track their achievements
(Adam and Nel, 2009). Blended learning may also increase participation time for
instructors and students as they leverage activities both in and outside of traditional
class meetings (Margolis et al., 2017).

However, blended learning has several challenges as instructors have to design
both facetoface and online activities. Blended learning requires careful planning to
determine objectives and what content should be developed and presented in online
and facetoface settings (Alghamdi 2016; Bousbahi and Alrazgan 2015). Instructors
must select resources, plan course activities, and develop assessments without

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