Blended Learning in HEIs in the Middle East

2022 ◽  
pp. 248-268
Author(s):  
Basil John Thomas ◽  
Ali Al Jarrah ◽  
Nisha Joseph
Keyword(s):  
Middle East ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Systems ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Learning Framework ◽  
Adoption And Implementation ◽  
E Learning ◽  
Learning Platforms

During the pandemic, many universities have different types of BL adoption and implementation guidance provided by individuals or organizations, but this does not include overall institutionalization. Without proper institutionalization, educational institutions will have inconsistent blended learning environments, and the research indicates that clear institutional guidance and policies are essential for a BL model to succeed. However, there are still debates on whether instructors who are enthusiastic about e-learning systems prefer traditional learning platforms to be successful, while they also support the idea that instead of replacement of conventional learning by online learning, it is better to combine these two. The current study analyzes the frameworks for BL adoption and implementation in higher educational institutions in the Middle East from the quality assurance perspective. The aim is to gain a better understanding of HEIs in the Middle East's overall blended learning framework.

scholarly journals Learning Cultures and Multiculturalism

2014 ◽  
pp. 197-217 ◽  
Author(s):  
Hanna Teräs ◽  
Irja Leppisaari ◽  
Marko Teräs ◽  
Jan Herrington
Keyword(s):  
Learning Environments ◽  
Knowledge Society ◽  
Culture Shock ◽  
Learning Culture ◽  
Traditional Learning ◽  
Learning Approaches ◽  
Cultural Backgrounds ◽  
Online Programs ◽  
Learning Framework ◽  
E Learning

In the rapidly globalizing 21st century knowledge society, multicultural understanding plays a major role. However, what do we mean by “culture” in the educational context, what aspects have or should have an impact on our learning environments, and might some of these assumptions direct the development of our learning environments in an unintended and possibly undesirable way? New learning models that differ from traditional learning approaches might cause a type of a “learning culture shock” for some learners. What are the best ways to avoid and overcome cultural clashes in online learning? This chapter discusses the experiences of two cases from multicultural and multidisciplinary online programs for teacher education and professional development. Both of the programs are based on the principles of authentic e-learning framework described by Herrington, Reeves, and Oliver (2010). The aim of the study was to find out how learners with different cultural backgrounds experience the authentic e-learning process, as well as to find out what impact the authentic e-learning model has on the development of the learning culture.

The Preliminary Investigation of the Factors that Influence the E-Learning Adoption in Higher Education Institutes

2010 ◽  
Vol 8 (4) ◽  
pp. 1-11 ◽  
Author(s):  
Maen Al-hawari ◽  
Sanaa Al-halabi
Keyword(s):  
High Performance ◽  
Preliminary Investigation ◽  
Learning Systems ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Web Content ◽  
Analysis Software ◽  
E Learning ◽  
And Performance ◽  
Learning Factors

Creativity and high performance in learning processes are the main concerns of educational institutions. E-learning contributes to the creativity and performance of these institutions and reproduces a traditional learning model based primarily on knowledge transfer into more innovative models based on collaborative learning. In this paper, the authors focus on the preliminary investigation of factors that influence e-learning adoption in Jordan. As a pioneer country for e-learning systems in the Middle East, an investigation has been completed for one of Jordan’s universities that has implemented e-learning. Factors are defined through the analysis of unstructured interviews with developers and users of the e-learning systems, and Leximancer content analysis software is used to analyze the interview’s content. Main factors include Internet, legislations, human factors, and Web content.

Blended Learning in Personalized Assistive Learning Environments

2013 ◽  
Vol 5 (2) ◽  
pp. 39-59 ◽  
Author(s):  
Catherine Marinagi ◽  
Christos Skourlas
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Oral Language ◽  
Distributed Databases ◽  
Traditional Learning ◽  
Disabled Students ◽  
Face To Face ◽  
Bilingual Teaching ◽  
Technological Educational Institute ◽  
E Learning

In this paper, the special needs/requirements of disabled students and cost-benefits for applying blended learning in Personalized Educational Learning Environments (PELE) in Higher Education are studied. The authors describe how blended learning can form an attractive and helpful framework for assisting Deaf and Hard-of-Hearing (D-HH) students to learn and communicate. The described blended learning experiment integrates face-to-face, synchronous, and asynchronous e-learning, bilingual teaching (oral language and Sign Language) in the mainstream class, teaching in parallel classes, and personalized access to distributed databases of educational material. At the core of PELE, the authors use Multimedu, a web-based tailored made tool for disabled students. This experimental tool includes applications of a traditional Learning Management System (LMS), supporting a multilingual dictionary of terms, multimedia management and social networking. Finally, this paper describes the use of the blended e-learning model in “Database I” course, given at the Technological Educational Institute of Athens, Greece.

The Preliminary Investigation of the Factors that Influence the E-Learning Adoption in Higher Education Institutes

2012 ◽  
pp. 64-74
Author(s):  
Maen Al-hawari ◽  
Sanaa Al-halabi
Keyword(s):  
High Performance ◽  
Preliminary Investigation ◽  
Learning Systems ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Web Content ◽  
E Learning ◽  
Main Factors ◽  
And Performance ◽  
Learning Factors

Creativity and high performance in learning processes are the main concerns of educational institutions. E-learning contributes to the creativity and performance of these institutions and reproduces a traditional learning model based primarily on knowledge transfer into more innovative models based on collaborative learning. In this paper, the authors focus on the preliminary investigation of factors that influence e-learning adoption in Jordan. As a pioneer country for e-learning systems in the Middle East, an investigation has been completed for one of Jordan’s universities that has implemented e-learning. Factors are defined through the analysis of unstructured interviews with developers and users of the e-learning systems, and Leximancer content analysis software is used to analyze the interview’s content. Main factors include Internet, legislations, human factors, and Web content.

scholarly journals Personalized Learning Environment in Higher Education through Big Data and Blended Learning Analytics

2019 ◽  
Vol 8 (3) ◽  
pp. 6236-6239
Keyword(s):  
Blended Learning ◽  
Learning Analytics ◽  
Learning Experience ◽  
Digital Data ◽  
Educational Institutions ◽  
Demographic Information ◽  
Huge Amount ◽  
E Learning ◽  
Learning Platforms ◽  
Teaching Learning

Blended learning is seen as one of the effective ways of engaging learners in higher educational institutions. The e-learning platforms have further facilitated in adapting to learner centric approach of teaching learning. Analytics have played major role in revolutionizing various sectors including education. Blended learning analytics provides inferences which when utilized effectively by the educator and learner would enhance the teaching-learning experience. Huge amount of varied data is generated when learner and educator interact with e-learning platforms, this when coupled with other demographic information can be used to personalize the learning experience. This necessitates the need of a framework which can capture and use the digital data.

scholarly journals Towards an Efficient Integrated Distance and Blended Learning Model: How to Minimize the Impact of COVID-19 on Education

2021 ◽  
Vol 15 (10) ◽  
pp. 173
Author(s):  
Ahmed Al-Hunaiyyan ◽  
Rana Alhajri ◽  
Andrew Bimba
Keyword(s):  
Blended Learning ◽  
Learning Model ◽  
Educational Institutions ◽  
Maturity Model ◽  
Capability Maturity ◽  
Learning Programs ◽  
E Learning ◽  
Technological Competencies ◽  
Learning Platforms ◽  
The Impact

<p><span style="font-family: Times New Roman;">As governments and international bodies worldwide sought to prevent the spread of Covid-19, underdeveloped countries have been particularly challenged as they have little or no technological models and frameworks in place and the literature offers little guidance. The current research applied a quantitative approach to researching educational practitioners’ perceptions of e-learning acceptance, using a sample of 4,024 educators and students from a range of Kuwaiti educational institutions. Findings indicate that respondents were slightly supportive of e-learning adoption, with a majority acknowledging its advantages. However, respondents also mention the need for development in the technological competencies required to operate the proposed e-learning programs and a range of challenges that may impact e-learning. Hence, the authors propose a distance and blended learning model (DBLM) to enhance the implementation, utilisation, and evaluation of e-learning within the Kuwaiti educational system. Also, an e-learning teacher capability maturity model (eTCMM) was proposed to foster educators’ competencies and enable their active use of e-learning platforms. </span></p>

Management Conflicts in E-Learning Environment

2016 ◽  
pp. 296-306
Author(s):  
Tomás Sola Martínez ◽  
Dalila Alves Durães ◽  
Francisco Javier Hinojo Lucena ◽  
José Javier Romero Díaz de la Guardia
Keyword(s):  
Learning Environments ◽  
Online Training ◽  
Point Of View ◽  
Learning Systems ◽  
Educational Institutions ◽  
Technological Revolution ◽  
System Integrity ◽  
E Learning ◽  
Training Activities ◽  
Management Conflicts

The development and technological revolution has contributed to a remarkable increase in the supply of training processes in e-learning educational institutions. The interaction and participation in educational activities under this paradigm involves a series of implications from the point of view of safety and privacy. This chapter presents the main vulnerabilities of e-learning systems and their involvement in the emergence of conflicts for the participants from online training activities and for the educational institutions. The study develops from three types of conflicts: the availability and system integrity, the privacy of the information that is exchanged in virtual environment and the process of authentication of the participants. The authors emphasize the main conflicts that can occur and the actions to take into account in e-learning environments to avoid or mitigate the effect of these vulnerabilities, to ensuring design and topology of systems, application code, and communications that are exchanged in training processes.

scholarly journals Students’ Satisfaction with e-Learning Systems During the COVID-19 Pandemic—An International Comparative Study

2021 ◽  
Author(s):  
Shahrokh Nikou ◽  
◽  
Seongcheol Kim
Keyword(s):  
University Students ◽  
Structural Equation ◽  
Course Design ◽  
Teaching Style ◽  
Learning Systems ◽  
Educational Institutions ◽  
Design Quality ◽  
Related Factors ◽  
E Learning ◽  
Students Satisfaction

t In response to the global COVID-19 situation, quarantine measures have been implemented at the educational institutions around the world. This paper aims to determine the antecedent factors predicting the university students’ satisfaction with e-learning systems during the COVID-19 situation. We used structural equation modelling (SEM) and evaluated a conceptual model on the basis of a sample of university students from Finland (n = 131) and South Korea (n = 114). The SEM results showed that the COVID-19 related factors, i.e., COVID19 awareness, perceived challenges during COVID-19 and the educational institutions’ preparedness indirectly influence the satisfaction with e-learning systems. Moreover, we found a statistically significant moderating effect of course design quality, and instructor’s teaching style between the COVID-19 related factors and the satisfaction with e-learning systems. The implications of these results for the management of e‐learning systems are discussed.

Sign in / Sign up

Export Citation Format

Share Document