ERIC Number: EJ1169530
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Blended Learning for Learner Empowerment: Voices from the Middle East
Tamim, Rana M.
Journal of Research on Technology in Education, v50 n1 p70-83 2018
Blended learning (BL) is still in its infancy in the United Arab Emirates, but is gaining growing attention and acceptance. The particular university under investigation offers its nationally accredited graduate programs with a BL format that makes use of synchronous virtual classrooms, asynchronous self-study, and face-to-face sessions. The current qualitative research study investigates students' perceptions about their experience with the BL model within their relatively conservative cultural context. In addition, the project aimed at gauging their suggestions for course design considerations that would meet their needs as adult learners and enhance their learning experience. Twenty-one graduate students participated in the study, with findings indicating an overall positive perception about the BL experience with a strong positive impact on female empowerment. The most salient themes for successful instructional strategies indicated the importance of student-centered practices, particularly collaborative projects and student-led activities.
Descriptors: Foreign Countries, Blended Learning, Graduate Students, Student Empowerment, Virtual Classrooms, Computer Mediated Communication, Synchronous Communication, Asynchronous Communication, Independent Study, Qualitative Research, Student Attitudes, Curriculum Design, Learning Experience, Student Centered Learning, Cooperative Learning, Females, Semi Structured Interviews, Readiness, Educational Benefits, Electronic Learning, Interpersonal Relationship, Barriers, Learning Motivation, Learner Engagement
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United Arab Emirates
Grant or Contract Numbers: N/A