The COVID-19 pandemic has significantly reshaped the global educational landscape, compelling institutions to rapidly adopt distance learning strategies. In Algeria, where face-to-face instruction has long been the standard, this transition presented a range of new challenges. This article examines the effectiveness of blended learning—a hybrid model that integrates both distance and in-person instruction—within the context of Algerian higher education. To evaluate its impact, a survey was conducted among Master’s students in Translation at the University of Mascara, using a questionnaire followed by a descriptive analysis of the collected data focusing on response frequencies and patterns among the participants. The findings confirm the anticipated benefits of blended learning while uncovering additional advantages. They emphasize the urgent need for Algerian universities to strengthen their infrastructure and resources to support this approach effectively, while also addressing the socio-economic disparities that influence students’ access to distance learning.
Kazi-Tani et al. (Thu,) studied this question.