Abstract:
Blended learning has become increasingly important in higher education, especially in the context of
entrepreneurship education in Sri Lanka. Despite its relative novelty in the country's higher education context,
this study explores into its impact on undergraduate entrepreneurs' satisfaction with blended learning at the
University of Colombo Institute for Agro-Technology and Rural Sciences. This research seeks to identify the key
determinants of satisfaction and improve the quality of blended learning experiences for undergraduate
entrepreneurs at the institute, contributing to the ongoing advancement of entrepreneurship education in Sri
Lanka. The study covers the entire population (204) of undergraduate entrepreneurs pursuing bachelor’s degrees
in Agro-Technology, ensuring a comprehensive perspective. To gather insights, a pre-tested questionnaire
incorporating socio-economic information along with dimensions such as the learner, instructor, course,
technology, design, environmental, and opportunity were used, and respondents were instructed to select the most
an appropriate answer on the Likert scale, which ranges from strongly agree to strongly disagree, to express their
views. The study's results showed that in the blended learning context, dimensions such as the instructor, course,
design, environmental, and opportunity were positively and significantly correlated with the satisfaction levels of
undergraduate entrepreneurs. In contrast, the learner and technology dimensions did not demonstrate a
significant correlation with satisfaction. Policymakers should be aware of these features and prioritise the
improvement of Sri Lanka's higher education system, with a particular emphasis on entrepreneurial development.
