موجز عن البحث:
paper part of ongoing research into the efficacy of blended learning in
higher education within the Kingdom of Saudi Arabia (KSA). The need for, and
development of, a Blended Learning Environment Instrument (BLEI) are
explained. This new instrument assesses student perceptions across five core
aspects of blended learning environments: Infrastructure, Access,
Interaction, Response and Results. A pilot using 269 students enrolled at
universities in KSA are presented and tested for reliability and validity.
The availability of the BLEI will assist researchers and developers when
evaluating blended learning in higher education, full details are available
from the author.
موجز عن المشاركة:
Technology enhanced learning adoption tends to be
more advanced in the West than in the Arab world, limiting such cultural
radiation in Arab nations, with limited literature relating to the Arab
world’s adoption of blended learning. This paper considers these issues in
respect of countries suffering similar problems such as Egypt, United Arab
Emirates (UAE), and the kingdom of Jordan, compared to advanced countries in
this field such as Sweden, the United Kingdom (UK) and the united States of
America (USA) in order to identify the elements that contribute to an
effective ICT infrastructure in higher education, by presenting real-world
examples, framed against the background of the literature regarding
contemporary implementation of e-learning ICT infrastructure in Saudi Arabia.
This case contributes useful information to policy makers in the higher
education sectors of the Kingdom of Saudi Arabia who are looking for
solutions as they embrace a blended approach to learning.