This study estimates post-COVID attitudes toward e-learning (fully online instruction) among faculty and students at a Palestinian university and considers implications for modality design toward blended learning (a planned mix of online and face-to-face components). A cross-sectional survey (AY 2022/23) was administered to faculty (n = 58) and students (n = 293). Faculty reported neutral attitudes overall (M = 3.12, SD = 0.82; one sample t(57) = 1.14, p = .259), whereas students were modestly positive (M = 3.26, SD = 0.79; one sample t(292) = 5.60, p < .001). Item profiles indicated student interest in blended learning over either mode alone (item M = 3.55). Taken together, the findings suggest institutional readiness for a blended-by-design model rather than exclusive reliance on e-learning. Implementation should prioritize infrastructure, staff development, and assessment design suitable for mixed-mode delivery, with future work extending to faculty-specific blended-preference measures and longitudinal tracking.

KEYWORDS:

Title

Interactive Learning Environment

Publisher

Taylor & Francis

Publisher Country

United Kingdom

Indexing

Scopus

Impact Factor

5.3

Publication Type

Both (Printed and Online)

Volume

--

Year

2025

Pages

--