Blended Learning: A Ubiquitous Learning Environment for Reading Comprehension

Behjat, Fatemeh; Yamini, Mortaza; Bagheri, Mohammad Sadegh

doi:10.5539/ijel.v2n1p97

Cited by 39 publications

(35 citation statements)

References 11 publications

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“…Behjat et al (2012) described the goal of blended instruction, or sometimes referred to as hybrid education, as an avenue to teach the student cognitive independence, make education useful through modern technology, and establish the sustainability of the classroom for the future. As a result of this cohesive relationship, the benefits of blended learning are recognizable in student outcomes.…”

Section: Blended Instruction: a Viable Alternativementioning

confidence: 99%

The Blended Learning Environment: A Viable Alternative for Special Needs Students

Rivera¹

2017

JETS

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The traditional classroom provides a classical medium for educating students by allowing an open forum of communication between the pupil and teacher. The last twenty-five years have opened a new realm of possibilities in education through the use of technology and virtual supplemental resources, designed to engage learners in all academic levels. As general education and special needs teachers strive to provide the special education student with learning disabilities a constructive, enriching learning experience, the concept of a blended classroom has proven to be successful in achieving this goal. A blended learning environment provides special needs students with a two-fold benefit, a physical, face-to-face teacher of whom to ask questions and seek guidance, in addition to the assets of virtual resources.

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Section: Blended Instruction: a Viable Alternativementioning

confidence: 99%

The Blended Learning Environment: A Viable Alternative for Special Needs Students

Rivera¹

2017

JETS

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“…As well as Teeter (1997) identified the impact of teaching with the Internet on the students' motivation to learn and increase their ability to debate and resolve duties, the results indicated to increase students' motivation, and inform them of a lot of sources, and improve their ability to debate and solve homework. Behjat, Yamini and Bagheri (2012) showed that the Iranian tertiary education contexts that blending traditional classroom instruction and technology can help learners excel in their reading comprehension.…”

Section: Literature Reviewmentioning

confidence: 99%

Perceptions and Attitudes towards Blended Learning for English Courses: A Case Study of Students at University of Bisha

Ja'ashan¹

2015

ELT

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This paper presents a case study of students' perceptions and attitudes towards Blended Learning course in English at University of Bisha. The statement of problem that blended learning of English course annoys students at University of Bisha. Most of the students do not understand well the objectives of e learning through blended learning courses or mostly deal with the blackboard system "Learning Management System" (LMC). This paper identifies the perceptions and attitudes that blended learning provides to students' learning experiences as well as to investigate negative impressions in blended English courses from the learners' perception. This paper also outlines the concept of blended learning courses and e-learning from students' viewpoints. In this paper, the author conducted a survey through a questionnaire at University of Bisha, English department from eight levels of undergraduate program in both boys and girls colleges. There are (130) respondents enrolled in English department. The questionnaire was designed to measure the students' perceptions and attitudes towards BL. This study concludes that in general the students ' perceptions and attitudes towards BL were positive in terms of the three domains in the questionnaire. Moreover, students are encouraged to take responsibility for their own learning process. As well as learners can decide when and how to use the resources provided. This study also concludes that blended learning is as effective as face to face learning in developing and improving knowledge and skills. It reflects the students' negative impressions in some points as waste of time, easy cheating and social isolation…etc.

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“…Althoughstudents' gender had a significant effect on students' learning style preferences, it had no bearing on their satisfaction with web-based materials. Behjat, Yamini and Bagheri (2012) discovered in a study in the Iranian tertiary education context that blending traditional classroom instruction and technology can help learners excel in their reading comprehension. Al-Mansour and Al-Shorman (2009) studied the effect of computer-assisted instruction on Saudi university students' learning of English, and their findings indicated that the integration of technology into a traditional face-to-face class hada positive effect on the experimental groups' achievement.…”

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confidence: 99%

EFL Students’ Perceptions of a Blended Learning Environment: Advantages, Limitations and Suggestions for Improvement

Zumor¹,

Refaai²,

Eddin³

et al. 2013

ELT

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This study explores King Khalid University English as Foreign Language (EFL) students' views regarding the advantages and limitations of merging the features of face-to-face language instruction and online language learning via the Blackboard learning management system in a new pedagogical approach called Blended Learning. The study also examines students' suggestions for improving the quality of Blended Learning courses. The sample consists of 160 male students. The participants completed a 33-item questionnaire. The results indicate the clear advantages of this new experience in broadening students' reading opportunities and enriching their English vocabulary. Moreover, the component on advantages clearly demonstrates how Blended Learning provides an environment for more effective employment of indirect language learning strategies (Oxford, 1990) such as meta-cognitive strategies (arranging and planning learning), affective strategies (confidence enhancement), and social strategies (cooperating with others).The limitations and problems of Blended Learning highlighted by the respondents are followed by a number of practical suggestions for addressing these drawbacks, including solving technical problems, providing proper training to students, increasing the number of labs, and recognizing excellent performance of both instructors and students. Translating these suggestions into an action plan and a road map will enhance the effectiveness of using Blended Learning to create supportive learning opportunities for language learners.

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Blended Learning: A Ubiquitous Learning Environment for Reading Comprehension

Cited by 39 publications

References 11 publications

The Blended Learning Environment: A Viable Alternative for Special Needs Students

The Blended Learning Environment: A Viable Alternative for Special Needs Students

Perceptions and Attitudes towards Blended Learning for English Courses: A Case Study of Students at University of Bisha

EFL Students’ Perceptions of a Blended Learning Environment: Advantages, Limitations and Suggestions for Improvement

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