Blended learning: the amount of requisite professional competencies in faculty members of Al Ain University from viewpoint of students

Abstract

PurposeThe purpose of the present research is to examine the role and influence of modern method of blended learning in the formation and development of professional competencies on the example of the faculty members of Al Ain University from the viewpoint of its students and determine the relevance of the educational method of blended learning in modern society and science according to world situation.Design/methodology/approachThe study sample consisted of 980 male and female students in the second semester of 2019–2020. The comparative analysis of the influence of blended learning on the knowledge level and improvement of professional competencies among students of two faculties was taken into account.FindingsThe results of the survey according to chosen criteria showed that the professional competencies required for the faculty members were moderate. According to the results of the survey, most of respondents (75%) are sure that the level of blended learning at their educational institution is high. 35% of respondents think that blended learning helps to develop technological competency as well as self-development (25%), motivation (18%), critical thinking (12%), self-discipline and time management (10%).Originality/valueThe relevance of problematic issue of blended learning is determined by the new conditions of educational process connected with pandemic. The prospects for further research can be based on the results of this study especially the relevance is connected with the study of the experience of using modern method of blended learning in different foreign countries on the basis of surveys and developed programs.

Motivación y aprendizaje a través de B-Learning para estudiantes de bachillerato a través de un estudio experimental intragrupo

“…Estos datos confirman la segunda hipótesis de este trabajo (H 2 ) pues, efectivamente, se constata un porcentaje de respuesta positiva hacia la afirmación relativa a la motivación del estudiantado hacia este tipo de recursos para el aprendizaje. Estos datos coinciden con otros estudios relacionados con la motivación y B-Learning (Al-Tahitah et al, 2021;Yousef et al, 2022) y que ponen en valor las plataformas virtuales y la combinación de estas herramientas con la clase tradicional para captar la atención del alumnado y promover su motivación hacia el estudio, el aprendizaje y el trabajo en el aula. También, trabajos previos como los de Arias (2010), sugieren que los estudiantes inmersos en un entorno B-Learning exhiben niveles más altos de motivación y utilización de estrategias de aprendizaje en comparación con aquellos en los que sólo se utiliza un entorno presencial.…”

“…Concretamente, Fearon et al, (2011) señala que B-Learning tiene un impacto muy positivo en el desarrollo de las habilidades ligadas al liderazgo del alumnado, mejorando su capacidad de autodesarrollo y autodisciplina y generando una mayor motivación ante el estudio. Por su parte, Yousef et al, (2022) inciden en sus investigaciones en un incremento en la retención de conocimientos y el compromiso con el aprendizaje. Se puede decir que, este tipo de enseñanza se presenta como la combinación perfecta para la educación actual en escuelas y colegios, motivando e incentivando el uso de las tecnologías actuales para la educación (Al-Awlaqi et al, 2022).…”

Blended Learning Environments: A Systematic Review of Effective Strategies in Educational Settings

“…Despite these criticisms, research has shown that blended learning can have a positive impact on students' critical thinking abilities (Nasution et al, 2022;Fionasari MULTI,1 (2) 2024: 120-132 Dwiastuti et al, 2021). Studies have demonstrated that blended learning models, when appropriately applied, can lead to improvements in critical thinking skills, motivation, and student satisfaction (Jarrah et al, 2021;Saekawati & Nasrudin, 2021;Hardian & Chamisijatin, 2019). Furthermore, the integration of critical thinking skills in science learning through a blended learning system has been found to change the roles of teachers and students, making the learning process more engaging and effective (Prafitasari et al, 2021).…”