Student Experience, Satisfaction and Commitment in Blended Learning: A Structural Equation Modelling Approach

The COVID-19 pandemic led to higher education institutions adopting alternative teaching models continue their work while complying with health measures. Specifically, in Spain, once the lockdown period was over, universities adopted blended learning (BL) model, which allowed for a partial return classroom. BL model meant completely new approach students that impacted experience. Using structural equation modelling (SEM), this paper explores in-depth students’ experience BL—social–behavioural, cognitive–affective, sensory and formative—and tests impact of on satisfaction commitment learning. Data were collected from sample 467 undergraduate at Complutense University Madrid (Spain) who filled out self-administered questionnaire. proposed shows fit indices above recommended thresholds, indicating an adequate fit. Results suggest positive influence different dimensions satisfaction. In addition, had affective commitment. Going by these results, has been positive, increasing willingness study. Finally, implications results educational are discussed future research lines suggested.