DUAL PERSPECTIVES ON BLENDED LEARNING EFFECTIVENESS: A HYBRID PLS-SEM AND FSQCA ANALYSIS OF MULTIDIMENSIONAL DETERMINANTS

The growing integration of interactive technologies is reshaping higher education worldwide, offering more adaptive and flexible environments. Within this transformation, blended learning (BL), the strategic combination of face-to-face and online instruction, has become a pivotal approach to enhance learning outcomes in the digital era. This study aims to investigate the key determinants of BL effectiveness in Thai higher education from the dual perspectives of students and teachers. Data were collected from 242 respondents and analysed using a novel hybrid methodology that integrates partial least squares structural equation modelling (PLS-SEM) with fuzzy-set qualitative comparative analysis (fsQCA). The results indicate that course interaction and course design are the critical determinants influencing BL effectiveness across both groups, while technological and institutional factors exhibit role-specific priorities: students emphasize system quality and technical support, whereas instructors focus on information quality and policy support. These findings highlight the need for differentiated institutional strategies, suggesting that Thai higher education should enhance technological assistance and platform quality for students, while providing teachers with adequate resources and policy support to sustain high-quality course design. The fsQCA results further identify multiple sufficient configurations, demonstrating that individual factors, including computer self-efficacy and technology experience, contribute to BL effectiveness only when embedded within other supportive conditions. By combining symmetric and asymmetric approaches, this study provides comprehensive empirical evidence and innovative solutions to enhance the effectiveness of technology-enhanced learning in higher education in developing countries.