Blended Learning in Higher Education of Saudi Arabia - Literature review Example

Blended Learning (BL) is the current world phenomenon, which necessitates that all schools in different countries adopt it so that they can fit into the global socio-economic context. Considering the Saudi Arabian BL as the exemplar, the study looked into the adoption of the BL and how it has worked not only in Saudi Arabia but also in Western countries.

Thirteen articles were selected from the search engine specifically on blended learning, English, Saudi Arabia, and Western countries. The analysis shows that in fact, the BL boosts the confidence of the teachers while teaching and also increases the student’s understanding and satisfaction with the learning. Additionally, the research showed that the BL is faced with several challenges and obstacles in Saudi Arabia such as the use of the English language which is universal. The BL in Western countries is more developed when compared with those from Saudi Arabia.

However, a closer look at the research shows that the theoretical underpinning of the BL is far from reality. Such barriers are created by a lack of skills, students' fear and anxiety, and the languages used to teach. Most importantly, Islamic culture constrains the efficiency of BL.  Blended Learning IntroductionBlended learning is a concept of teaching that involves face-to-face and e-learning techniques. Several authors have previously attested that blended learning is given a poor definition despite the fact that it is widely used in the education environment.

For instance, some authors argue that the definition of blended learning as a combination of e-learning and face-to-face is not sufficient to describe what blended learning comprises. Another researcher argued that blended learning is a combination of various learning strategies that involve both asynchronous and synchronous computer techies together with face-to-face communication (Monteiro & Morrison, 2014). Ideally, blended learning involves the mixing of traditional learning and e-learning.

On the other hand, critical thinking is simply an art of analyzing and evaluative thinking so as to improve judgment. In a classroom, critical thinking enables students to reflect and analyze their observations. The current Information Communication Technology (ICT) has revolutionized the technology of learning and teaching by giving teachers more options. The options are meant to develop innovative materials for instructing students and effective methods of teaching. As a result, the creation of blended learning made that incorporates both face-to-face communication and other internet technologies.

Almalki (2011) observed that blended learning improves both teaching and learning. On the other hand, Tshabalala et al. (2014) argued that blended learning complements the teaching environment by allowing students to have options. However, Lai Lam & Lim (2016) argued that Blended learning gives students unrealistic expectations. Evidently, the students, lack motivation when social media is reduced which leads to the inability to accept the responsibility to learn individually, and enough management skills.

Monteiro & Morrison (2014) said that additionally, the use of ICT does not necessarily promise the uptake of critical thinking skills by students. In Saudi Arabia, blended learning started in higher education as the country's transformation towards adopting internationally accredited techniques in the pedagogy of education. Alebaikan & Troudi's (2010) study involved a review of how online-based instruction websites were useful while delivering educational content. Additionally, the study sought to understand how Western countries think of blended learning.

Similarly, there are comparisons of Western countries and Saudi Arabia's use of games in teaching English lessons in blended education. Finally, there will be a discussion of the obstacles that Saudi Arabia faces while using blended learning techniques to teach students.