The global epidemic has arrived to disrupt the educational environment. Many educational institutions had to close, affecting millions of students. However, it was also an opportunity for universities to evolve and explore the adoption of more contemporary and flexible instructional methods, such as blended learning, which allows students to play an important and active role in their education since this method is completely student-centered, leaving behind the one-size-fits-all format that had long dominated the educational setting.
As a result of technological advancements, an increasing number of universities appear to be more motivated to adopt a blended method of online learning and face-to-face instruction because it is perceived to be an appropriate way of connecting teaching and learning, thereby shifting the traditional concept of education. However, for universities to increase higher education students' interest in blended learning programs, these institutions must first identify what variables motivate students to adopt blended learning to connect their academic offerings to what students want and need. Keeping this in mind, the goal of this study is to determine the key factors that influence master's degree university students' acceptance of blended learning. This study employs a qualitative method, with data analyzed using grounded theory. The findings revealed three key factors that influence students' willingness to adopt blended learning: normative social influence, personal component, and learning experience, prompting the development of the "Three Factors Model," which portrays how each factor influences students' willingness to adopt blended learning as well as their potential cross-influence.

TABLE OF CONTENTS
1 CHAPTER I: INTRODUCTION 6
1.1 Introduction 6
1.1.1 Research Gap 8
1.1.2 Research Objective 9
2 CHAPTER II: LITERATURE REVIEW 10
2.1 Literature Review 10
2.1.1 Concept of Blended Learning 11
2.1.1.1 Blended Learning: The Traditional Face-To-Face Learning 15
2.1.1.2 Blended Learning: The Online Learning 16
2.1.2 The Models of Blending Learning 17
2.1.3 Previous Findings on Factors that Influence Students to Adopt Blended Learning 19
3 CHAPTER III: METHODOLOGY 24
3.1 Research Approach 24
3.1.1 Unit of Analysis and Sampling 24
3.1.2 Techniques and Instruments 25
3.1.2.1 Application of the Instruments 26
3.1.3 Analyzing the Data 28
4 CHAPTER IV: FINDINGS 29
4.1 Findings 29
4.1.1 Normative Social Influence 31
4.1.1.1 Social Perception 31
4.1.1.2 Interpersonal Relationships 34
4.1.2 Personal Component 37
4.1.2.1 Convenience 38
4.1.2.2 Affordability 39
4.1.2.3 Continuing Professional Development 40
4.1.3 Learning Experience 41
4.1.3.1 Self-efficacy 42
4.1.3.2 Course Content and Design 45
4.1.3.3 Quality of Instructional Infrastructure and Resources 47
4.2 Model of the Findings 48
5 CHAPTER V: DISCUSSION 49
5.1 Discussion 49
6 CHAPTER VI: CONCLUSION 53
6.1 Conclusion 53
6.1.1 Limitations and Future Research 54
7 CHAPTER VII: REFERENCES 55
7.1 References 55
8 CHAPTER VIII: APPENDIX 65
8.1 Appendix A: Interview Questions 65
8.2 Appendix A: Dimensions, themes, concepts, and representative data. 67

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