Quality of blended learning as perceived by Arab Open University students

Abstract

The primary goal of this research was to investigate AOU students' conceptions of the quality of online experience through the learning management system in supporting their classroom tutorials. A 32-item questionnaire was administered to a randomly selected sample (205) of Elementary Education students at the AOU Jordan Branch. On one hand, the results showed that the objectives of the courses were very clear to students, online materials on the learning management system were interesting and supported to classroom learning, students preferred online quizzes, the online materials supported key assessment tasks and tutors provided continuous access to relevant information about assessment. On the other hand, the findings revealed that the online materials and e-activities were too loaded for the students to understand thoroughly, and much of the feedback they received from the tutor was not helpful. The results also indicated that there were no statistically significant differences among students' views of BL or their overall satisfaction of the online experience that could be attributed to gender or academic achievement level. Results suggest some pedagogical implications for tutors and programmer coordinators.

The Effect of Google Classroom-Assisted Learning on the Academic Achievement of Students

“…Previous studies have confirmed that students upload and download resources through learning management systems and take part in discussion boards (Hu et al, 2019;Mpungose & Khoza, 2020). However, there was no discernible difference in the amount of time students spent utilizing the application, the number of documents uploaded and downloaded, or the frequency of logging in relation to their learning outcomes (Hwang, 2020;Mwalumbwe & Mtebe, 2017;Tawalbeh, 2020). This circumstance most likely arises from students' poor selflearning (Hughes et al, 2018).…”