The Effect of Blended Learning in Enhancing Female Students’ Satisfaction in the Saudi Context

lHassan, Sarah Al; Shukri, Nadia

doi:10.5539/elt.v10n6p190

Cited by 20 publications

(13 citation statements)

References 17 publications

(24 reference statements)

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“…A great advantage of using of blended learning is providing access to individuals who live in rural areas, in addition to increasing access to higher education for women. In some period of their lives, women need to spend more time at home taking care of their babies and toddlers, so this flexible mode of education really opens up new opportunities that help empowering Saudi women (Al-Hasan and Shukri, 2017). This method of instruction also supports Saudi women"s pursuing careers as the country is currently planning to increase women"s participation in the workforce from 22% to 30% over the next 15 years as one of its plans is to transform the economy and reduce its dependence on oil (Aldosaimani et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Saudi Electronic University a Role Model in Implementing Blended Learning; Exploring the Experience of Female Students in the Department of English Language and Translation

Alowedi¹

2020

IJELE

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This study explores students’ perceptions of blended learning in a Saudi higher education institution; namely, the Saudi Electronic University. SEU is the only university in the Kingdom of Saudi Arabia that offers undergraduate degree programs in complete mandatory Blended Learning mode of education in all courses. The study aims to describe the actual utilization of online learning represented by Blackboard as the official Learning Management System in SEU and to dictate students’ satisfaction with the learning experience. The methodology used to achieve this goal was surveying students’ opinions through sending out online questionnaires. The main purpose of this study is to consider the students’ feedback, improve what needs improvements, and keep up the good work if it is considered ‘good work’.

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Section: Introductionmentioning

confidence: 99%

Saudi Electronic University a Role Model in Implementing Blended Learning; Exploring the Experience of Female Students in the Department of English Language and Translation

Alowedi¹

2020

IJELE

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“…In addition, some E-learning applications permit students learning English to readily access beneficial language resources and communicate directly with native English speakers. Furthermore, students can study English listening, verbal communication, reading, and written communication skills in authentic contexts (Debski & Gruba, 1999;Yang & Chen, 2007;Al-Qahtani, 2016;Al-Hassan & Shukri, 2017). However, Westbrook (2006) has argued that incorporating E-learning into the studying of EFL is not delivering anticipated outcomes.…”

Section: Introduce the Problemmentioning

confidence: 99%

The Role of E-learning in Studying English as a Foreign Language in Saudi Arabia: Students’ and Teachers’ Perspectives

Mutambik¹

2018

ELT

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Over the past few decades, there have been tremendous increase in technology advancement and the significance of this in the field of education cannot be overemphasised. The adoption and use of E-learning in studying EFL, in particular, is one such areas that has experienced such fast-paced development for some time now. As a result, the government all over the world are committing a lot of resources to keep up with this technology advancement. In this light, the government of Saudi Arabia through its Ministry of Education has recently made commitment, both as the practical and policy levels, with the hope to also benefit from using E-learning in studying EFL in Saudi Schools. However, little is known about the perception of students and teachers regarding the role of E-learning is studying EFL in the Saudi context. In an attempt to contribute to this research base, this paper draws on an empirical investigation using group interviews with students and teachers in order to gain insight into their perception about the role of E-learning in studying EFL in Saudi Arabia. The findings are presented and discussed in four thematic areas: promoting key learning skills, independent learning, flexible learning and interactive learning. The paper also highlights the limitations of the research and concludes by making a number of recommendations.

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“…The construct of interest was levels of satisfaction after training experiences determined by 5 sub-domains: Interaction, instructor, instruction methodology, content, and technology. The items were selected from existing surveys that evaluated satisfaction with online learning [ 35 ], satisfaction with blended learning in a gender-segregated environment [ 36 ], and satisfaction with blended learning [ 37 ]. The selected items were adapted to reflect the content of the course.…”

Section: Methodsmentioning

confidence: 99%

Implementation of the hybrid course on basic wheelchair service provision for Colombian wheelchair service providers

et al. 2018

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IntroductionPeople with mobility impairments often rely on wheelchairs as their primary means of mobility. Untrained wheelchair service providers may provide inappropriate wheelchairs and services which result in negative consequences in wheelchair users’ health, quality of life, safety, and social participation. This study aimed to evaluate the influence of the Spanish Hybrid Course on Basic Wheelchair Service Provision, a training based on the World Health Organization’s Wheelchair Service Training Program-Basic Level, to increase knowledge in basic level wheelchair service provision among a group of wheelchair service providers from Colombia. In addition, we developed a satisfaction survey which participants completed after the training to understand levels of satisfaction with the training intervention.MethodsA quasi-experimental study was conducted to evaluate changes in basic level wheelchair knowledge using the Wheelchair Service Provision–Basic Test. Paired sample t tests were used to assess pre-and post-training changes in basic level wheelchair knowledge. The Hybrid Satisfaction Survey was developed in collaboration with a multidisciplinary, international stakeholders’ group. The survey’s construct of interest was level of satisfaction determined by interaction, instructor, instruction methodology, content, and technology, using a five-point Likert scale (0 = strongly disagree to 4 = strongly agree). The survey was completed anonymously after the training intervention and analyzed using frequencies and percentages.ResultsFifteen wheelchair service providers in Colombia completed the Spanish Hybrid Course. Mean post-scores were significantly higher (Mean (M) = 56.13, Standard Deviation (SD) = 7.8), than pre-assessment scores (M = 50.07, SD = 8.38, t(14) = 4.923, p = <0.0001). Participants who completed the surveys (N = 15) reported that the Spanish Hybrid Course was well received, with 98.66% of responses distributed in favorable levels (>3).ConclusionsThe Spanish Hybrid Course proved to be effective in increasing basic level wheelchair knowledge with a high satisfaction level among participants. Further testing is needed to evaluate the effectiveness of this course across different individuals and countries as a potential tool to build professional capacity in basic level wheelchair provision.

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The Effect of Blended Learning in Enhancing Female Students’ Satisfaction in the Saudi Context

Cited by 20 publications

References 17 publications

Saudi Electronic University a Role Model in Implementing Blended Learning; Exploring the Experience of Female Students in the Department of English Language and Translation

Saudi Electronic University a Role Model in Implementing Blended Learning; Exploring the Experience of Female Students in the Department of English Language and Translation

The Role of E-learning in Studying English as a Foreign Language in Saudi Arabia: Students’ and Teachers’ Perspectives

Implementation of the hybrid course on basic wheelchair service provision for Colombian wheelchair service providers

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