Experience of blended learning at King Khalid University in Saudi Arabia among students, lecturers and academic leaders : implications for educational planning and learning process strategy

Assiri, Faisal Mohammad

Abstract

This research explores the experiences of blended learning and its implication for higher education planning at King Khalid University (KKU) within the context of the Kingdom of Saudi Arabia (KSA). The study is based on the perspectives of key stakeholders in KSA comprising academic leaders, lecturers and students. KKU was chosen to conduct the case study, and is where the research investigated the views and perceptions of its students, lecturers and academic leaders in order to ascertain their experiences and perceptions of blended learning, and examine its impact. The study is motivated by the need to get insight into the status and implications of blended learning in KSA since it is at an early phase of implementation. The study seeks to provide a contextual assessment of blended learning by exploring the benefits and challenges present in the higher education ecosystem. A mixed method approach has been adopted in which quantitative and qualitative methods have been applied. Data collection includes a survey questionnaire involving 76 students, interviews with six of them, and five further interviews with lecturers and academic leaders. The findings of the study reveal the perceived level of proficiency with blended learning devices affects students’ perceptions of blended learning; that it particularly enhances interactions and communication between lecturers and students since learning was not limited to the physical classroom settings only. Although it saved time for the students and their lecturers at KKU, blended learning was constrained by a weak infrastructure, such as a weak internet connection and lack of devices that limits its applicability. These challenges affected the interaction of the students learning through blended learning, and may be an impediment to its effectiveness in higher education learning. It is imperative that the aforementioned challenges that students and lecturers encounter in blended learning be resolved to motivate students who may be resigned to face-to-face classroom learning due to these challenges. A positive perception of blended learning is informed by its perceived usefulness to lecturers and students notwithstanding the challenges that make students prefer traditional modes of learning. However, given the benefits that the KKU learning community perceives in blended learning, it is imperative that the administrators move swiftly to improve the underlying infrastructure for blended learning to make it more appealing to students. This may motivate more students to embrace blended learning, as it provides benefits of both classroom and distance learning. There is also a need for improving awareness and training of lecturers and students in order to prepare them more adequately for effectively utilising the technology to maintain a blended learning environment.

Citation

Assiri, F. M. (2019). Experience of blended learning at King Khalid University in Saudi Arabia among students, lecturers and academic leaders : implications for educational planning and learning process strategy. (Thesis). University of Hull. Retrieved from https://hull-repository.worktribe.com/output/4224081

• Thesis Type: Thesis
• Deposit Date: Mar 24, 2022
• Publicly Available Date: Feb 24, 2023
• Keywords: Education
• Public URL: https://hull-repository.worktribe.com/output/4224081
• Additional Information: Department of Education Studies, The University of Hull
• Award Date: Sep 1, 2019