English as a Foreign Language Learning Students’ Perceptions of Blended Learning in University Institutions: A Case Study of a University in UAE

Abstract

This study aims to review English as a foreign language learning students' perception of blended learning on various aspects of learning process. The study seeks to answer the question as to whether there is any correlation among students derived independent variable and their perception with respect to the merits and demerits of online blended learning. The Q-methodology was used whereby the questionnaire method was applied and data collection was supported by the Q-Sort data collection model which involves 251 learners who voluntarily presented themselves for Q-Method procedural participation and learning at third and fourth grade of English Language Teaching at the university identified within United Arab Emirates. The results showed no statistical difference in means for students' perceptions towards blended learning at significant level 0.05. This thus confirms a higher degree of acceptance for blended learning versus old class mode of learning. The study, therefore, concludes that individual student success was highly increased in blended learning encounters as compared to either complete online or wholly face to face learning encounters. Online blended learning has been seen to optimize maximum benefits of old teaching methods and access to online learning materials.

Using Q-Methodology to Evaluate Student Perceptions of Online Anatomy in the Time of COVID-19

“…Q-methodology has been used to evaluate courses in various disciplines, including nursing, bioinformatics, physics, medicine, and palliative care (Akhtar-Danesh et al, 2008;Berkhout, 2017;Chen et al, 2015;Gaebler-Uhing, 2003;Grijpma et al, 2020;Ha, 2014;Ha, 2016;Ha, 2018;Landeen et al, 2015;Li et al, 2018;Paige et al, 2015;Ramlo et al, 2008;Ramlo, 2015;Yeun et al, 2014;Yeun et al, 2020). The methodology is well suited to evaluating different forms of learning, such as online instruction, blended learning, or flipped classrooms (Al Murshidi, 2020;Baxter et al, 2009;Chen et al, 2015;Kurt & Yildirim, 2018;Ramlo, 2015;Ramlo, 2021;Valaitis et al, 2007). Q-methodology has also been used specifically in the anatomy setting (Brewer-Deluce et al, 2019;Byram et al, 2019;Mackinnon et al, 2021).…”