Blended learning describes learning that mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced learning (Valiathan, 2002). Specifically, blended learning as used in this study is the combination of a face-to-face (F2F) campus-based course, a web-based course and the use of the digital learning platform on campus.  

Previous research has found that student perceptions of the key factors in a learning environment are closely related to the quality of their learning experience (Entwistle & Ramsden, 1983; Ginns & Ellis, 2009; Ramsden, 1991, 2002). Evaluation of blended learning is no easy job as it often involves both F2F and online environment. Ginns and Ellis (2007) suggested focusing on keys factors in the online environment that affect students’ experience of how online learning support their F2F learning.  DeLone and McLean (2003) propose an updated Model of Information System Success (ISS) based on the first ISS model in 1992. An information system can be evaluated in terms of its information, system and service quality; these characteristics will affect subsequent use or intention to use and user satisfaction. Certain benefits can be achieved through the using of the system and, in turn, the benefits achieved will influence user satisfaction and the further use of the system.

Online learning can be regarded as an information system (Lee & Lee, 2008).Therefore, the updated ISS model can be adopted to measure student online learning experience. Online course is the information produced by the system and the quality of online course will affect student perceptions of blended learning experience. System quality refers to the perceived usefulness and ease of use of the system, which are represented by the perceived value of online course and online learning flexibility in this blended learning model.  Web-based learning allows students more flexibility in terms of the sequence, pace and amount and content of learning. Students gain greater control of their learning in an online learning environment. In a web-based learning environment, students interact with other course participants to get support and help while learning the online course. Therefore, the opportunities for interpersonal interaction determines the service quality in the system.

Student approach to learning is another important factor closely associated with their perceptions of learning experience (Ginns & Ellis, 2007). Self-regulated learning refers to ‘a constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features of the environment’ (Pintrich 2000, p. 453). Individual differences in learning outcome can be explained by their difference in self-regulated learning ability (Shea & Bidjerano, 2012).

Another set of variables that has been found to impact user satisfaction and user behavior is individual characteristics.  Self-efficacy is a concept that has often been discussed with regard to individual attributes. It describes the effects and possibility of success for performing a task (Marakas, Yi, & Johnson, 1998). Web-based learning requires students to use the internet to perform various kinds of learning activities. Wang & Newline (2002) found students with higher Internet self-efficacy are more likely to adopt web-based learning and get significantly better final grades.

This study addresses the following research questions:

1. What are student perceptions of the blended learning experience of integrating externally developed online course with campus-based course?
2. How do system characteristics including quality of online course, flexibility of online learning, and perceived value of online course as well as opportunity for interpersonal interaction correlate with student perceptions of blended learning experience?
3. How do students’ self-regulated learning ability affect their perceptions of blended learning experience?

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