Abstract
Blended learning is a mixture of e-learning and traditional face-to-face learning, also known as hybrid learning. The study examined how blended learning affects learning outcomes in Higher Education in Qatar. This study also investigated how enablers and barriers influence learners, teachers, and pedagogy, and it gathered evidence from professors and students about their involvement with blended learning. The mixed-methods study used a sequential explanatory technique, employing an in-depth survey and interviews carried out on a random sampling of n = 176 out of 457 students and professors (110 students and 66 professors) in one Qatar institution during the Winter 2020 semester. The findings obtained from the explanatory research included seven variables. Of these, satisfaction, student perceived usefulness, awareness, and professor perceived usefulness showed significant positive effects, and they influenced student outcomes using the learning approach directly. However, the data did not support student achievement and professor training as having any effects. The study concludes that training might significantly impact all aspects of blended learning when successful training is provided. Finally, the findings helped develop a framework of recommendations to support the successful adaptation and implementation of a blended learning approach in a Higher Education context and with some suggestions to expand the body of knowledge in this area.
Keywords: Blended Learning, Face to Face, Higher Education, Qatar, Pedagogy
| Date of Award | 26 May 2023 |
|---|---|
| Original language | English |
| Awarding Institution |
|
| Supervisor | Christina Johanna Fitch (Supervisor), Petronella Beukman (Supervisor) & Alan Weber (Supervisor) |