IS BLENDED LEARNING THE KEY FOR FUTURE EDUCATION?
A CASE STUDY OF SAUDI VOCATIONAL STUDENTS’ PERCEPTIONS
DOI:
https://doi.org/10.18316/rcd.v16i43.11800Keywords:
Blended learning, EFL, ESP, Technical, Perceptions, AttitudesAbstract
The current study has endeavored to explore the level of perception and attitude within ESP Saudi learners toward the application of Blackboard blended based learning. The obtained data included quantitative questionnaires and qualitative semi-structured interviews to reach the aim of the study. In general, questionnaires have revealed students’ positive perception and attitudes toward blended learning as a leaning technique experience. This was accompanied by some level of boredom, social isolation, teachers’ late response and technical issues in the students’ responses. However, semi-structured interviews displayed students’ relatively positive perception toward blended learning. Although, they thought it should be used in limited circumstances such as severe weather conditions. The reported issues by students were confronted, investigated, and provided with suggestions and recommendations to be overcome by the educational authorities.
References
Abbas, M. F. F., Zaim, M., Syarif, H., & Zainil, Y. (2022). Emerging an Innovation through Blended Learning Method in Post Pandemic Era: EFL Learner’s Perception. English Language and Literature International Conference (ELLiC) Proceedings, 5, 402–413.
Akkoyunlu, B., & Soylu, M. Y. (2006). A study on students’ views on blended learning environment. Turkish Online Journal of Distance Education, 7(3), 43–56.
Al Thaqafi, T. (2020). Saudi education sector switches to virtual classrooms. Arab News.
Al Zumor, A. W. Q., Al Refaai, I. K., Eddin, E. A. B., & Al-Rahman, F. H. A. (2013). EFL Students’ Perceptions of a Blended Learning Environment: Advantages, Limitations and Suggestions for Improvement. English Language Teaching, 6(10), 95–110.
Alaidarous, K., & Madini, A. A. (2016). Exploring EFL Students’ Perception in Blended Learning Environment in Saudi Technical Education Context. International Journal of Educational Investigations Available Online @ Www.Ijeionline.Com, 3(6), 69–81.
Albatti, H. (2023). E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during Covid-19 Pandemic.
Albishi, K. (2015). Factors of English Language Learning and Acquisition at Bisha College of Technology. International Journal of Educational and Pedagogical Sciences, 9(6), 1926–1930.
Aldosemani, T., Shepherd, C. E., & Bolliger, D. U. (2019). Perceptions of instructors teaching in Saudi blended learning environments. TechTrends, 63, 341–352.
Alebaikan, R., & Troudi, S. (2010). Blended learning in Saudi universities: challenges and perspectives. ALT-J, 18(1), 49–59.
Al-Fadhli, S. (2008). Students’ Perceptions of E-learning in Arab Society: Kuwait University as a case study. E-Learning and Digital Media, 5(4), 418–428.
Ali, J. K. M. (2017). Blackboard as a motivator for Saudi EFL students: A psycholinguistic study. International Journal of English Linguistics, 7(5).
Aljedaani, W., Aljedaani, M., AlOmar, E. A., Mkaouer, M. W., Ludi, S., & Khalaf, Y. B. (2021). I cannot see you—the perspectives of deaf students to online learning during covid-19 pandemic: Saudi arabia case study. Education Sciences, 11(11), 712.
Al-Kahtani, N., Almurayh, A., Subbarayalu, A. V., Sebastian, T., Alkahtani, H., & Aljabri, D. (2022). Sustaining blended and online learning during the normal and new normal conditions in a Saudi higher education institution: health science students’ perspectives. Heliyon, 8(10), e10898.
AlKarani, A. S., & Al Thobaity, A. (2020). Medical staff members’ experiences with blackboard at Taif University, Saudi Arabia. Journal of Multidisciplinary Healthcare, 1629–1634.
AlKhunzain, A., & Khan, R. (2021). The use of M-Learning: A perspective of learners’ perceptions on M-Blackboard Learn.
Almekhlafy, S. S. A. (2020). Online learning of English language courses via blackboard at Saudi universities in the era of COVID-19: perception and use. PSU Research Review, 5(1), 16–32.
Almelhi, A. M. (2021). The role of the Blackboard LMS in EFL course delivery during the Covid-19 pandemic: Investigating attitudes and perceptions of faculty and students. International Journal of English Linguistics, 11(2), 46–67.
Almogren, A. S. (2022). Art education lecturers’ intention to continue using the blackboard during and after the COVID-19 pandemic: An empirical investigation into the UTAUT and TAM model. Frontiers in Psychology, 13.
Al-Mutairi, A., & Elsawy, H.-E. A. (2022). The Perception of English Department Students and Faculty Members of Online Learning During COVID-19: What Courses Fit Better? Journal of Language and Linguistic Studies, 17(4).
Alnahdi, A. (2019). Blended learning in Saudi Arabia-A review. Global Journal of Education and Training, 2(6), 1–7.
AlNajdi, S. (2015). Students’ perceptions toward using blended learning in Saudi Arabia. EdMedia+ Innovate Learning, 1818–1822.
Al-Nofaie, H. (2020). Saudi University Students’ perceptions towards virtual education During Covid-19 PANDEMIC: A case study of language learning via Blackboard. Arab World English Journal (AWEJ) Volume, 11.
Alotaibi, N. S. (2022). The Significance of Digital Learning for Sustainable Development in the Post-COVID19 World in Saudi Arabia’s Higher Education Institutions. Sustainability, 14(23), 16219.
Alowedi, N. A. (2020). Saudi Electronic University a role model in implementing blended learning; exploring the experience of female students in the Department of English Language and Translation. International Journal of English Language Education, 8(1), 113–130.
Alturki, U., & Aldraiweesh, A. (2021). Application of learning management system (Lms) during the covid-19 pandemic: A sustainable acceptance model of the expansion technology approach. Sustainability, 13(19), 10991.
Alvi, A. H. (2023). From Pedagogy to Andragogy in Post Covid-19 ESP Courses: A Customized Blended Learning Model for English in Medicine at a Saudi University. World Journal of English Language, 13(2).
Bamoallem, B., & Altarteer, S. (2022). Remote emergency learning during COVID-19 and its impact on university students perception of blended learning in KSA. Education and Information Technologies, 27(1), 157–179.
Cassidy, S. (2016). Virtual Learning Environments as mediating factors in student satisfaction with teaching and learning in Higher Education. Journal of Curriculum and Teaching, 5(1), 113–123.
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22.
Dziuban, C. D., Hartman, J. L., Moskal, P. D., & others. (2004). Blended learning. Educause Center for Applied Research Bulletin, 2004(7).
Eldeeb, S. (2019). An investigation into students’ views on blended learning at the English Language Institute in King Abdulaziz University. Arab World English Journal: Special Issue: Application of Global ELT Practices in Saudi Arabia September.
Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., Al Kawas, S., & Abdalla, M. E. (2021). Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges. Medical Education Online, 26(1), 1920090.
Erliza, S., & Septianingsih, P. A. (2022). Undergraduate Students’ Perception of Hybrid Learning: Voices from English Language Education Students in Pandemic Era. Journal of English Language Teaching and Linguistics, 7(1), 231–243.
Farrah, M., & Al-Bakri, G. (2020). Online learning for EFL students in Palestinian universities during corona pandemic: advantages, challenges and solutions.
Febriani, A., & Kuswardani, R. (2022). High School EFL Students’ Attitudes towards Learning English Using Blended Learning during the Pandemic. Al-Lisan: Jurnal Bahasa (e-Journal), 7(2), 225–237.
Fox, N. (2009). Using interviews in a research project. The NIHR RDS for the East Midlands/Yorkshire & the Humber, 26.
Fraenkel, J. R., Wallen, N. E., Hyun, H. H., & others. (2012). How to design and evaluate research in education (Vol. 7). McGraw-hill New York.
Gulnaz, F., Althomali, A. D. A., & Alzeer, D. H. (2020). An investigation of the perceptions and experiences of the EFL teachers and learners about the effectiveness of blended learning at Taif University. International Journal of English Linguistics, 10(1), 329–344.
Hakim, B. (2020). Technology integrated online classrooms and the challenges faced by the EFL teachers in Saudi Arabia during the COVID-19 pandemic. International Journal of Applied Linguistics and English Literature, 9(5), 33–39.
Han, F., & Ellis, R. A. (2019). Identifying consistent patterns of quality learning discussions in blended learning. The Internet and Higher Education, 40, 12–19.
Hosseini, S. A., & Shokrpour, N. (2022). The Perception of English for Specific Purposes (ESP) Language Learners about Blended Learning in Higher Education. International Journal of Multicultural and Multireligious Understanding, 9(3), 474–488.
Ibrahim, L. K., Mohamed, A. G., Aldhafeeri, F. M., & Alqdah, M. (2019). Faculty members’ perceptions towards utilizing blackboard in teaching system at Hafr Al-Batin University, Saudi Arabia. Journal of Nursing Education and Practice, 9(5), 64–74.
Ja’ashan, M. M. N. H. (2015). Perceptions and attitudes towards blended learning for English courses: A case study of students at University of Bisha. English Language Teaching, 8(9), 40–50.
Jost, N. S., Jossen, S. L., Rothen, N., & Martarelli, C. S. (2021). The advantage of distributed practice in a blended learning setting. Education and Information Technologies, 26, 3097–3113.
Kenney, J., & Newcombe, E. (2011). Adopting a blended learning approach: Challenges encountered and lessons learned in an action research study. Journal of Asynchronous Learning Networks, 15(1), 45–57.
Khafaga, A. F. (2021). The perception of blackboard collaborate-based instruction by EFL majors/teachers amid COVID-19: A case study of Saudi universities. Journal of Language and Linguistic Studies, 17(2), 1160–1173.
Khalid Mustafa, S., & Hama Saeed, M. A. (2023). The Impact of Online and Blended Learning on EFL Learners’ Language Skills Enhancement during Covid-19 Pandemic: A Literature Review. Journal of Studies in Learning and Teaching English, 12(1), 1–17.
Khashaba, A. S., Albreiket, A., Elghazali, A., Alkhouja, A., & Baghareeb, S. (2022). Students’ perceptions towards the experience, quality, challenges and effectiveness of online teaching-learning during COVID-19 pandemic in Riyadh Elm University, Saudi Arabia. Mymensingh Med. J, 31(1), 242–251.
Li, J., & Che, W. (2022). Challenges and coping strategies of online learning for college students in the context of COVID-19: A survey of Chinese universities. Sustainable Cities and Society, 83, 103958.
Mahyoob, M. (2020). Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners. Arab World English Journal (AWEJ), 11(4).
Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers & Education, 159, 104009.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. sage.
Mohamad, M., Hussin, H., & Shaharuddin, S. (2015). Adult Learners’ Perceptions of Designed Hypermedia in a Blended Learning Course at a Public University in Malaysia. Turkish Online Journal of Educational Technology-TOJET, 14(1), 31–38.
Nurmasitah, S., Faridi, A., Astuti, P., & Nurrohmah, S. (2019). Students’ perception toward the implementation of blended learning for teaching ESP in Faculty of Engineering. 1st Vocational Education International Conference (VEIC 2019), 68–73.
Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks. Cal.: Sage Publications, 4.
Pham, M. T., Luu, T. T. U., Mai, T. H. U., Thai, T. T. T., & Ngo, T. C. T. (2022). EFL students’ challenges of online courses at Van Lang University during the COVID-19 Pandemic. International Journal of TESOL & Education, 2(2), 1–26.
Powell, A. (2021). Vaccine can get us up to herd immunity, despite the variants. The Harvard Gazette.
Prawisanthi, N. W. T. A., & Permana, I. G. Y. (2022). Blended Learning During Pandemic: EFL Undergraduate Students’ Satisfaction. Cetta: Jurnal Ilmu Pendidikan, 5(2), 160–166.
Pusuluri, S., Mahasneh, A., & Alsayer, B. A. M. (2017). The application of blackboard in the English courses at Al Jouf University: perceptions of students. Theory and Practice in Language Studies, 7(2), 106.
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2, 923–945.
Riaz, F., Mahmood, S. E., Begum, T., Ahmad, M. T., Al-Shaikh, A. A., Ahmad, A., Shati, A. A., & Khan, M. S. (2023). Students’ Preferences and Perceptions Regarding Online versus Offline Teaching and Learning Post-COVID-19 Lockdown. Sustainability, 15(3), 2362.
Saifuddin, S. R. (2019). An Investigation of Academics’ and Administrators’ Perceptions of Blended Pedagogies at Saudi Universities.
Shantakumari, N., & Sajith, P. (2015). Blended learning: The student viewpoint. Annals of Medical and Health Sciences Research, 5(5), 323–328.
Sharma, P. (2010). Blended learning. ELT Journal, 64(4), 456–458.
Siegelman, A. (2019). Blended, hybrid, and flipped courses: What’s the difference? Center for the Advancement of Teaching. URL: Https://Teaching. Temple. Edu/Edvice-Exchange/2019/11/Blended-Hybrid-and-Flipped-Courses-What% E2, 80.
Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140–171.
Smith, J. R., Chungh, M. K., Sadouq, S., & Kandiah, A. (2017). Learners’ Perspectives on Pure Science Content in Vocational Degree Programmes: Chemistry for Pharmacists. Science Education International, 28(3).
Smith, K., & Hill, J. (2019). Defining the nature of blended learning through its depiction in current research. Higher Education Research & Development, 38(2), 383–397.
So, H. J. (2006). Student satisfaction in a blended learning course: A qualitative approach focusing on critical factors. Annual Meeting of the American Educational Research Association (AERA), San Francisco, California.
Tabor, S. W. (2007). Narrowing the distance: Implementing a hybrid learning model for information security education. Quarterly Review of Distance Education, 8(1), 47.
Tanveer, M., Bhaumik, A., Hassan, S., & Haq, I. U. (2020). Covid-19 pandemic, outbreak educational sector and students online learning in Saudi Arabia. Journal of Entrepreneurship Education, 23(3), 1–14.
Üstün, A. B. (2023). Investigating impacts of using mobile video lectures on student satisfaction and academic achievement in blended learning. Malaysian Online Journal of Educational Technology, 11(3), 199–210.
Vaksalla, A., Mohd Saat, N. Z., Ishak, I., Hanawi, S. A., Amin, H. M., Kamsan, S. S., Zulkifli, N. N., & Suzliana John, D. N. (2019). The Students’ Perceptions and Attitudes towards Blended Learning among Undergraduate Students in Kuala Lumpur. Education in Medicine Journal, 11(4).
Weerasinghe, T. A. (2018). An evaluation of different types of blended learning activities in higher education. 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT), 42–45.
Yen, T. F. T. (2020). The performance of online teaching for flipped classroom based on COVID-19 aspect. Asian Journal of Education and Social Studies, 8(3), 57–64.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Monther Alluhaidah, Alaa Alahmadi
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.
As recommended by the Public Knowledge Project, RCD adopts for its articles a CREATIVE COMMONS Attribution CC BY 4.0 license.
This license allows others to distribute, remix, adapt and build upon your work, even commercially, as long as they credit you for the original creation.
This is the most appropriate license offered.
Recommended for maximum dissemination and use of licensed materials.