Student Preferences for Online Interaction Platforms in Blended Learning: A Mixed-Methods Study
This study addresses the problem of aligning digital learning strategies with students' communication habits to enhance interaction and satisfaction in blended learning environments, particularly in the context of higher education in Ghana.
This study investigated undergraduate students' preferences for online interaction platforms in blended learning at a Ghanaian university. It found a strong preference among 37 students for instant messaging platforms like WhatsApp and Telegram over institutional learning management systems.
As higher education increasingly adopts blended learning, understanding students preferences for online interaction platforms becomes critical for effective course delivery and engagement. This study investigates the platforms undergraduate students prefer for academic communication and explores the underlying reasons for these choices. Data were collected from 37 students enrolled in two summer courses at a Ghanaian university using a structured questionnaire consisting of both closed and open-ended items. Quantitative results revealed a strong preference for instant messaging platforms such as WhatsApp and Telegram over institutional learning management systems. Qualitative content analysis of the open-ended responses identified five key factors influencing platform preference: convenience and familiarity, ease of use, accessibility, popularity among peers, and support for real-time interactions. These findings highlight a significant mismatch between students communication habits and institutional platform offerings. The study highlights the importance of aligning digital learning strategies with students lived digital experiences to enhance interaction, collaboration, and learner satisfaction in blended learning environments.