Abstract— In contrast with traditional classroom method, hybrid learning is the combination concept of online learning and face to face learning. The purpose of this study is to determine a utilization of hybrid learning in accomplishing students learning satisfaction. This study shows the importance of achieving student satisfaction within hybrid learning method. The information generated from this study could guide university administrators and educators, as well as the policy makers in government education system on how to satisfied learning and training environment for the learning activities in universities. The population of this study represented by the bachelor students of Instructional Communication and Training Programme, from the Faculty of Communication and Media Studies, University Technology MARA, Shah Alam. Researcher used Qualitative method as a research design and online survey as its instrument in data findings. The results revealed from this study shows that hybrid learning is the adoption by information technology infrastructure and it should be implemented by the university in this globalization era. With the combination of traditional face to face method and online learning activities lead to the critical factors in accomplishing student’s learning satisfaction.

Index Terms— Hybrid learning, e-learning, online learning, classroom learning, teaching methods, learning materials, and learning satisfaction.

Zaiha Ahmad is with Faculty of Communication and Media Studies, University Technology MARA, 40450 Shah Alam, Selangor, Malaysia (email : zaiha_08@yahoo.co.uk).
Isma Zuriyya Ismail is with Broadcasting Department, Faculty of Communication and Media Studies, University Technology MARA, 40450 Shah Alam, Selangor, Malaysia (email : isma.zrya@gmail.com).

Cite: Zaiha Ahmad and Isma Zuriyya Ismail, " Utilization of Hybrid Learning in Accomplishing Learning Satisfaction as Perceived by University Student," International Journal of e-Education, e-Business, e-Management and e-Learning vol. 3, no. 2, pp. 98-101, 2013.