Establishing an Effective Blended Learning Model: Teacher Perceptions from the United Arab Emirates

Minhas, Wasif A.; White, Timothy J.; Daleure, Georgia; Solovieva, Nadia; Hanfy, Hisham

doi:10.1177/21582440211061538

Cited by 5 publications

(4 citation statements)

References 23 publications

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“…They often have limited expertise in technological learning (Lim & Wang, 2016) as they are focussed on their disciplinary fields, and require technical training (Fisher & Newton, 2014). In Malaysian universities, lack of training in implementing effective BL was a major obstacle (Wong et al, 2019) and successful BL requires staff to have technical and pedagogical development, so that they can not only use the BL technology, but integrate it with quality pedagogical approaches (Minhas & White, 2021;Ma'arop & Embi, 2016). Further, staff's understanding of digital tool usage motivates students to given tasks (Prakash & Samu, 2018) and so engages them in their studies.…”

Section: Academic Staff and Bl Implementationmentioning

confidence: 99%

“…Further, staff's understanding of digital tool usage motivates students to given tasks (Prakash & Samu, 2018) and so engages them in their studies. Staff are key in effective BL as they design and implement academic programmes (Minhas et al, 2021;Tongpoon-Patanasorn & White, 2020;Torrisi-Steele & Drew, 2013;Jeffrey et al, 2014). Thus, as can be seen from the points above identifying staff BL strengths, challenges and suggested improvements is important as it highlights areas of strength to be drawn on and areas of challenge for improvement, for the development of effective BL programmes and students' development of 21st century skills.…”

Section: Academic Staff and Bl Implementationmentioning

confidence: 99%

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Academic Staff’s Perspective on Blended Learning Practices in Higher Education Post COVID-19: A Case Study of a Singaporean University

Azizan¹,

Lee²,

Crosling³

et al. 2022

APJEE

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The COVID-19 pandemic of 2020 saw the rapid adoption of fully online higher education (HE) academic programmes across the world. With the likely post-pandemic return to on-campus education, online learning in some form is expected to continue. It is apparent also that globally, students’ mindsets about online learning have changed during the pandemic period. It is thus timely to investigate the potential of blended learning (BL), a hybrid form of online and faceto-face education, as a pedagogical approach for HE in the future worldwide. As academic staff are instrumental in implementing effective HE pedagogical approaches, this study explored the academic staff’s views and practices with BL. The study implemented the qualitative case study approach, and the in-depth interview method was applied with eight academic staff representing different departments in a Singaporean higher education institution. Thematic analysis on the qualitative data gathered in accordance with the study’s foci elicited inputs about the academic staff’s BL understandings, usage and impacts, as well as challenges and suggestions for enhancing BL in HE. The findings revealed the academic staff’s positive BL perceptions, sound understandings, and strong experience with various digital tools. From this sound foundation, the staff interviewees made suggestions for developing effective BL practices which apply for HE in the future. The study’s important implication is that the findings are relevant and valuable in the situation where, post the pandemic, HE adjusts for students return to campuses where BL is likely to replace the face-to-face education. Importantly, these suggestions form the elements of a BL ecosystem that includes policy, infrastructure, training and evaluation and demonstrates flexibility for the ecosystem’s application to both the Singaporean context and to effective HE BL design globally post the pandemic.

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Section: Academic Staff and Bl Implementationmentioning

confidence: 99%

Section: Academic Staff and Bl Implementationmentioning

confidence: 99%

Academic Staff’s Perspective on Blended Learning Practices in Higher Education Post COVID-19: A Case Study of a Singaporean University

Azizan¹,

Lee²,

Crosling³

et al. 2022

APJEE

View full text Add to dashboard Cite

show abstract

“…Learning is facilitated by participation and interaction, which can occur synchronously or asynchronously in online education (Minhas et al, 2021). Many researchers have explored effective ways to conduct online courses, considering dynamic relationships between variables such as structure and dialogue (Damo & Padagas, 2020).…”

Section: Role Of Online Learning In Delivering Technical Subjectsmentioning

confidence: 99%

Online Learning Model to Improve the Students’ Achievement in Design of Information and Communication Technology

Zuhairi,

Andayani,

Jarudin

2024

RCD

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The rapid advancement of technology and the growing demand for ICT skills have necessitated innovative educational approaches to improve student achievement. Traditional classroom-based teaching often struggles to keep pace with the dynamic and evolving nature of ICT education. The variability in student learning styles and the increasing requirement for digital skills necessitate a flexible and scalable educational model. This study focuses on developing an effective online learning model tailored to enhance student performance in the field of Design of Information and Communication Technology (ICT). The study employed a mixed-methods approach, combining quantitative and qualitative data. Participants included undergraduate students enrolled in an ICT Design course. They were given access to an online learning platform offering interactive video lectures, multimedia resources, assessments, and collaborative projects. Data collection included pre- and post-tests to measure academic performance, surveys to gauge student satisfaction, and focus group discussions to gather qualitative insights into their learning experience. The findings indicated a significant improvement in student achievement, with post-test scores consistently higher than pre-test scores across all participants. The model's flexibility allowed students to learn at their own pace, leading to a deeper understanding of key concepts. Interactive resources and collaborative projects enhanced engagement and fostered critical thinking. Moreover, the majority of students expressed high satisfaction with the online learning experience, citing the variety of resources, self-paced learning opportunities, and collaborative forums as significant contributors.

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“…However, several things need to be considered, including preparing material that follows the student's character at this time. In addition, the guidelines for students participating in hybrid learning must be clear (Minhas et al, 2021).…”

Section: Khabib Et Al (2023)mentioning

confidence: 99%

Pre-Service Efl Teachers' Perceptions Toward the Materials Development of Hybrid Learning Model

Khabib

Rahayu

Triristina

2023

PJEE

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Recent innovations in online education have created an opportunity for hybrid learning, combining online and traditional learning. Hybrid learning leads to particular challenges for pre-service teachers, such as how to manage the materials. Furthermore, hybrid learning materials can be developed using technology to create multimedia content that is more interactive than traditional print materials. Digital tools such as video, sound, animations, and graphics are powerful tools in the teacher's hands to engage learners and provide immersive learning experiences. Thus, this study aimed to explore pre-service teachers' attitudes towards and perceptions of hybrid learning, how they use technology to create and manage hybrid learning materials, and what challenges they face when engaging in this new way of teaching. The participants were 55 pre-service teachers who took the Entrepreneurship Course. A mixed-method approach was employed with questionnaires, documentation, and interviews to gain the data. The researcher used descriptive statistics and content analysis to analyze the data. The study results showed that pre-service teachers perceive technology positively when appropriately used for teaching. However, they lack the technical knowledge and skills to integrate technology into their teaching practice, limiting their ability to incorporate technology in the classroom fully. Given this information, it is clear that pre-service teachers need to be provided with adequate instruction and support to ensure that they can effectively use technology in their teaching.

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Establishing an Effective Blended Learning Model: Teacher Perceptions from the United Arab Emirates

Cited by 5 publications

References 23 publications

Academic Staff’s Perspective on Blended Learning Practices in Higher Education Post COVID-19: A Case Study of a Singaporean University

Academic Staff’s Perspective on Blended Learning Practices in Higher Education Post COVID-19: A Case Study of a Singaporean University

Online Learning Model to Improve the Students’ Achievement in Design of Information and Communication Technology

Pre-Service Efl Teachers' Perceptions Toward the Materials Development of Hybrid Learning Model

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