Abstract
Blended learning is a new educational model that binds traditional face-to-face learning with application of modern tools and technologies. This helps in retaining the positive features of the traditional learning while allowing students to realize potential of modern technologies. In blended learning, student perceptions and satisfaction plays a key role. Longitudinal studies can help identify patterns of these perceptions and expectations to evolve blended learning with changing times and technologies. In this paper, a longitudinal study has been carried out with the students and the faculty of Saudi Electronic University to identify major drivers and their role in shaping student perceptions and satisfaction. The results of this longitudinal study have been validated, and their subsequent comparisons are ascertained with the application of a decision tree based data mining technique. Based on the analysis and the findings of this study, the paper presents recommendations to improve blended learning experience and enhance the effectiveness of the teaching pedagogies developed consequently.