Blended Learning in Higher Education in Saudi Arabia - Research Paper Example

Blended Learning in Higher Education in Saudi Arabia PART I: The point of interest of blended learning has recently been recognized and adopted by the Ministry of Saudi Higher Education as an answer for the test of giving school instruction to the quickly developing student populace. As the move to a blended learning model speaks to a radical movement in the Saudi instructive framework, this project explores how this has enhanced the teaching and learning experiences of both teachers and students. The main questions answered in this project are: 1. How do Students perceive the blended learning model? 2. How do Teachers perceive the blended learning model? 3. How has the blended learning model improved or hindered the quality of higher education in the Kingdom? 1. Introduction: 1.1 Blended Learning: According to Graham (2006) blended learning is the combination of instruction from two historically separate models of teaching and learning: traditional face-to-face learning systems and distributed learning systems‘. (Graham 5). While internationally, there has been impressive research on the recognitions of e-taking in and blended learning, in with its diverse models, there is a lot of space for further research particularly in the Arab locale, and in Saudi Arabia where blended learning in is currently just starting to be introduced. (Alebaikan RA) The development of teaching method and educational program configuration includes educationalists and specialists investigating hypothetical and commonsense pathways, particularly with open doors offered by the web. This is no more obvious than in tertiary education, with framework, instructional method and educational module advancement for higher education, as well as for different parts, for example, preparing and industry Singh, (2003) and Holley & Oliver, (2010) believe that the presentation of internet learning conveyance frameworks expanded accessibility and adaptability in the educational module, improving correspondence and the learning background, in any case, there are issues with completely online courses in connection to the absence of social contact, decisions, and engagement (Almalki 5). The idea of blended learning alludes to the pedagogical standard of a proactive person concentrate on educational module conveyance, instead of as a latent onlooker present at an address. Utilizing the qualities of online and up close and personal learning, blended learning educational module conveyance utilizes these ideas to join the relative focal points of both situations and examination demonstrates that blended learning conveyance is expanding in higher education (Chandra, 2004; Garrison & Vaughan, 2008; Graham, 2006; Picciano, 2009). There are a few alternatives in outlining a blended learning educational program and organizations actualize this type of learning for diverse reasons and use distinctive educational program plans. Draffan and Rainger (2006) choose addresses, workshops, online community exercises and intuitive interactive media in the blended configuration blend. (Almalki 5-7) Blended learning may have distinctive implications to diverse individuals according to Matheos, Daniel, & Mccalla, (2005), whilst Allan (2007) states that there is an assimilation of the instructional method as “‘face-to-face learning’ and ‘e-learning”. (Almalki 5). Graham (2006) classifies blended learning in four categories (Alebaikan 43) Activity Level, Course Level, Program Level, and, Institutional level. (Alebaikan 43). It is normal that there will be a sensational ascent in the utilization of blended learning methodologies in the impending years supporting this perspective; Graham states that "although it is impossible to see entirely what the future holds, we can be pretty certain that the trend towards blended learning systems will increase”. (Alebaikan RA 412)The development of blended learning has been affected by the quick changes in Higher Education inside the last few years. In Saudi Arabia, Higher Education has been under far reaching advancement, including the stronghold of new colleges and help given for the mix of e-learning. Army and Vaughan show that the change in Higher Education has for the most part been brought about by three impetuses. (Alebaikan RA 412)The primary is the extraordinary developments in correspondence innovation. The second impetus has come from inside organizations where the concentrate on examination and the development in class sizes has brought about a misfortune of instructor person communication. The third variable has been the distinguishable of the nature of learning encounters in Higher Education which cant be tended to by accepted strategies. This has prompted the rise of blended learning which "has spread quickly and with considerable resonance within higher education”. (Alebaikan RA 412). The potential of the web within a brief period of time is seen as an instrument for virtual joint effort, basic considering, and as an improvement for learners engagement. In the meantime, blended learning has improved as an elective for completely online learning. Bonk et al. attest that blended learning is more than a trendy methodology; it is presently a standard some piece of the education and preparing glossary. (Alebaikan RA 412). A very popular platform for a blended learning program is MOODLE. Moodle is an Australian company, with worldwide operations; it “is a learning platform designed to provide educators, administrators and learners with a single robust, secure and integrated system to create personalized learning environments.” (Moodle). The rationality of Moodle framework is guided by a combination of teaching methods which is dependent upon the thought that new knowledge is built by shared and social connection. 2. Research Questions: 2.1 Students perspective toward Blended Learning in Saudi Arabia: According to Alebaikan, a lot of literature on Blended Learning in Saudi Arabia shows a positive response by the students involved. (Alebaikan 155) Alebaikan proposes that in the process of blended learning, which includes “development of study and IT skills”, the increase of access, and the students greatly appreciated greater involvement. (Alebaikan 155). In an independent research by Al-Arfaj, the students’ perception toward blended learning was explored in its use at the King Faisal University which was one of the first institutions to adopt the blended learning model. Al-Arfaj found that the internet’s advantage proved to have a positive effect on the student’s mindsets regarding the medium. (Almalki 35) The students believed that the infinite information available online which was easy to access as per their requirements was extremely advantageous for them. However, at that time, computers were quite costly, and internet was available on dial-up, which too was costly and slow, compared to the broadband internet we have access to today. (Almalki 35-36). In a separate research undertaken by Petrus and Sankey, they studied the student perceptions toward two software students on learning management; Moodle and Writely. (AL-SORAIEY-ALQAHTANI & AWADH 25-27) The results indicated that students had a distinct preference of Moodle over Writely. The reasons attributed for this preference was greater flexibility and ease of use of Moodle compared to Writely. (AL-SORAIEY-ALQAHTANI & AWADH 25-27). In a separate study, a comparison was made between the Moodle and Blackboard systems, in order to determine if Moodle should be adopted. (AL-SORAIEY-ALQAHTANI & AWADH 25-27). Bremer & Bryant (2004) conclude that the Moodle system contained fewer restrictions, was cheaper and included flexible features. Machado & Tao (2007) also determine on the basis of their survey among several students regarding the two systems that the students favored the Moodle system over the Blackboard System, because of its effectiveness. (AL-SORAIEY-ALQAHTANI & AWADH 25-27) . 2.1 Teacher perceptions: Al-Fulih conducted a research examining faculty perceptions from three Saudi Arabian Universities: King Saud University, King Faisal University and King Fahad University. The responses of the teachers were in contrast to those received by earlier researchers who had investigated student perceptions. (Almalki 35). Less than fifty percent of the teachers used the internet, a lot of the teachers were unable to access the internet because of availability of computers or internet, and most of them lacked basic computer knowledge and skills owing to inexperience in its usage. (Almalki 36). This made them have an extremely negative perception of the internet. A few other research conducted concluded that factors such as lack of connectivity, copyright issues, and invasion of privacy were the most commonly cited hindrances by the faculty at these institutes. (Almalki 36-37). Alebaikan and Troudi attribute these negative feelings on new and emerging usage of technology in education to traditional culture bias that is unresponsive to and tries to resist change. (Almalki 35-36). Al-Ismaiel sees the understanding of cultural bias as an imperitive to the success of blended learning. (Al-Ismaiel 34). 2.2 Blended Learning as an improvement or Hindrance to Higher Education in the Kingdom of Saudi Arabia: Several studies in the recent past indicate that the online instructions at the high school and college levels seem to be on the rise, globally. Thomas concludes that the sixteen ‘Southern Regional Education Board States have high school students who receive their courses online. (Al-Jarf 2). Ward et al conclude that 80% of the 653 respondents in their survey from EU1 either supplied or used ‘e-learning’ while over 60% were suppliers and users. According to AlMusawi & Abdelraheem, in the Middle East, developing countries such as Oman, Sultan Qaboos University introduced e-learning as early as 2001, with total number of online courses at eight, being utilized by over 980 students. (Al-Jarf 2-3). However, De Ferranti et al note that Latin American and Caribbean countries lack surplus in productivity as well as skills and suffer from technological deficits. (Al-Jarf 3). The question arises that why do some schools integrate technology in their education systems, while others seem hesitant and reluctant? 2.2 (i) Benefits of Blended Learning: The advantages of blended learning has been recognized by the Ministry of Saudi Arabia for Higher education as a medium to cater to the betterment of College Education and the fast growing student population in the Kingdom. (Alebaikan 1). Rooney declares that the American Society for Training & Development has identified blended learning as one of the best trends to come out in the educational industry. (Alebaikan 2). “Many advantages of blended learning, such as the development of study and IT skills, the increase of access and flexibility, the user-friendly tools, and the enhancement of students ‘engagement and performance’” have been noted by previous research on the subject. (Alebaikan 156). The vast majority of the learners showed that blended learning helped them to practice and create some crucial abilities, for example, IT aptitudes and research abilities. Students could recognize the profit of blended learning in terms of these two abilities while further non specific skills over viewed by Oliver were not distinguished. . (Alebaikan 159). However, Alebaikan notes that incorporating web learning with accepted learning leads students to be independent and free. (Alebaikan 160) The students indicated that the new experience of being an e-learner as a feature of their blended courses offered them an open door to be better engaged in the learning process. (Alebaikan 166-167). Allan, Garrison & Vaughan opine that “Blended learning approaches can deliver quality learning experiences in higher education.” (Almalki 201) However, Anderson, Garrison & Kanuka, note that “opinion is divided regarding online approaches in the curricula (states there are insufficient definitions of blended learning with universities in Saudi Arabia. Universities such as UQU place blended learning as supplementary to attendance at the university.” (Almalki 201) However, students and faculty who took part in the studies by Fox,; Garrison & Vaughan; Graham et al, Hatch et al.. Holley & Oliver, Iqbal et al., agree that blended learning is extremely useful, and this agrees with the literature provided by them (Almalki 201) 2.2 (ii) Hindrances to Blended Learning: Al-Jarf found that just 6 colleges (43%) were offering online courses utilizing WebCT or Blackboard. The total number and kind of online courses offered are not proportionate with the amount of schools, offices and workforce at those colleges (the number of faculty at King Faisal university is 868, at King Saud University is 7482, at King Abdul-Aziz University is 2458, at King Khaled University is 663, at King Fahad University is 964 and at Umm Al-Qura University is 1254) (Al-Jarf 3) The current utilization of WebCT and Blackboard is not practical. Absence of inspiration, web showing aptitudes, preparing in innovation combination, managerial backing, insufficient foundation and trusts help the deficient utilization of online courses. (Al-Jarf 1). Moreover, Al-Jarf also concludes that the total number of Faculty using these platforms is too low. (Al-Jarf 3). Different challenges recognized in the research by Alebaikan demonstrate that the instructors, who are new to blended learning, have distinguished a genuine moral test that is seldom acknowledged in the blended learning in writing which is the ‘intellectual property rights of their teaching materials.’ (Alebaikan RA 218-219) It is anticipated that this issue will be given more attention as the generation of taking in materials will expand. Moreover, the absence of adaptability in the blended course model and an obligatory strategy of showing blended courses brought about a few of negative disposition towards blended learning. This is a difference to the 100% positive knowledge of the instructors at the University of Wisconsin, Milwaukee as concluded by Aycock et al. However, speakers in the study and the review of Aycock et al. by Alebaikan had comparable purposes behind an abnormal amount of fulfillment, which included adaptability of the showing environment and open doors for educating change. (Alebaikan 218-219) 3. Future of Blended Learning in Saudi Arabia: Blended learning can possibly offer an astounding learning knowledge in Saudi Arabia. Most of the teachers and students of this study communicated uplifting disposition towards their blended learning knowledge. The literature demonstrates the preparation of the Net Generation students for this new pattern in Saudi Arabia. The members’ encounter in blended learning shows that the qualities and structure of this new learning environment are good with the uniqueness of the Saudi society, particularly in issues identified with ladies training. The inquiry here is whether administrators might think about the results of blended learning on the showing and learning encounters, and additionally the society in Saudi Arabia. From the point of view of the female Saudi students, a blended learning environment offers them the adaptability to proceed their Higher Education while keeping up their own particular social qualities and customs. It is foreseen that whats to come for blended learning will have a solid effect on the learning environment in Higher Education. Then again, it cant be anticipated how quick the appropriation of utilizing advances as a part of learning will impact the development of blended learning in Saudi Arabia. Besides, it cant be expected whether the development towards blended learning in Higher Education will stretch out to pre-university training in Saudi Arabia or not. In the event that this happens, this will raise genuine contentions with educationalists that positively help the "socio-social propagation incorporated with the institutional structures of schools". The issue here is the way of the method of reasoning for executing blended learning in essential and auxiliary schools. The nature of the learning experience in the blended learning environment is required to be a worry of folks. An alternate contention could be about the status of essential and auxiliary school students for blended learning. As autonomous learning aptitudes are needed for blended learning, the inquiry is whether the students in pre-university instruction have the development to be learners in a blended natures domain. Absolutely, eye to eye learning gives a rich environment to direction, standardizing and communication, which adolescent learners require with a specific end goal to be roused. Be that as it may, the blended learning could be a model that is a tradeoff between self-teaching and a school instruction. References: Alebaikan RA. "The Future of Blended Learning." World Academy of Science, Engineering and Technology Vol. 3 (2012): 412-415. Alebaikan, Reem A. "Perceptions of Blended Learning in Saudi Universities." PhD Thesis. 2010. Alebaikan, Reem A and Troudi Salah, Blended Learning in Saudi Universities: Challenges and Perspectives, Research in Learning Technology, (2010) 18.1, 49-59 Al-Ismaiel, Omar Abdulwahab. "Collaborative blended learning with higher education students in the Arabic context." Doctor of Philosophy Thesis. 2013. Almalki, Aidd Mohammed. "Blended Learning in Higher Education in Saudi Arabia: A Study of Umm Al-Qura University." PhD Thesis. 2011. AL-SORAIEY-ALQAHTANI & AWADH. PhD Thesis. Durham: Durham theses, 2010. Graham, C.. San Francisco, CA: Pfeiffer. Blended learning systems: definition, current trends, and future directions. San Francisco: Handbook of blended learning: global perspectives, local designs, 2006. Moodle. About Moodle. 4 April 2014. 21 April 2014 . PART II The topic assigned to me for research was Blended Learning in Saudi Arabia. For the purpose of this research, I chose to investigate three major components of Blended Learning in Saudi Arabia. They were: 1. The Perception of Students toward Blended Learning in Saudi Arabia. 2. The Perceptions of Lecturers and Faculty toward Blended Learning in Saudi Arabia. 3. The advantages and disadvantages of Blended Learning in Saudi Arabia. I had also tried to incorporate the perceptions of administrators at the Higher Education Level in Saudi Arabia, however, owing to a lack of adequate literature on their perception, it could only be concluded that their perceptions toward Blended Learning was limited to the overall costs involved rather than any qualitative benefits derived from Blended Learning. I have used secondary research materials, which includes online sources such as Moodle.org to elaborate on the Moodle Platform, and some PhD Theses by relevant authors on the subject of Blended Learning in Saudi Arabia. The research materials used have been carefully selected to adhere to the relevance of the topic and I have tried to answer the research objectives accordingly. For example, Alebaikan, Reem A. "Perceptions of Blended Learning in Saudi Universities." PhD Thesis. 2010 and Almalki, Aidd Mohammed. "Blended Learning in Higher Education in Saudi Arabia: A Study of Umm Al-Qura University." PhD Thesis. 2011 have done previous study on the perceptions of students AND Faculty in the Saudi Arabia regarding Blended Learning. Their research methadology includes primary research, which has formed the basis of my project as it was not possible for me to conduct a primary research myself. The work of Graham, C.. San Francisco, CA: Pfeiffer. Blended learning systems: definition, current trends, and future directions. San Francisco: Handbook of blended learning: global perspectives, local designs, 2006 defines a lot of key elements in the paper, such as Blended Learning and its importance and how Blend in Learning actually happens. The following is a brief discussion on the Blend in Learning: Activity Level: Learning includes both F2Fand online resources The prevalent utilization of Moodle, concerning WebCT, is still for posting parallel replications of settled records generally sent in up close and personal sessions, for example, unit aides; address notes and so on, as opposed to increase the value of units by building synergistic syntheses between modes. Course Level: Clear F2F and online activities employed during a course Program Level: A balance of F2F courses and fully online courses. Institutional Level: Blended models are created by individual institutions. The student perceptions toward Blended Learning in the Kingdom of Saudi Arabia were generally one of enthusiasm and optimism toward the practice. Students outlined a number of virtues associated with Blended Learning which included flexibility in learning programs, better use of resources etc. Faculty perception toward Blended Learning in Saudi Arabia was remarkably different from that of the students and quite skeptical in nature. In the Literature reviewed by me in the course of this project, the main reason outlined for such a negative perception by the instructors were largely cultural in nature. These included lack of awareness regarding operating computers and ease of access. The advantages associated with Blended Learning have been clearly outlined which include, the advancement of study and IT aptitudes, the increment of access and adaptability, the easy to understand apparatuses, and the improvement of students engagement and execution. A vast majority of the learners showed that blended learning helped them to practice and create some crucial abilities required for betterment of their education. The students demonstrated that the new knowledge of being an e-learner as a characteristic of their blended courses offered them an open route to be better occupied with the learning procedure. There was inadequate literature available regarding the hindrances to Blended Learning in Saudi Arabia. Hence, a lot of literatures in the global scenario regarding the hindrances to Blended Learning have been applied in the Saudi Arabian context, which includes lack of motivation, web demonstrating aptitudes, planning in improvement mix, managerial sponsorship, inadequate establishment and trusts. Educators, who are new to blended learning, have recognized a genuine concern that is sometimes recognized in the blended learning in composing which is the intellectual property rights of their teaching materials. Despite the numerous advantages and disadvantages associated with Blended Learning, it is clear that this process is currently at its inception stage in Saudi Arabia. Once this is adopted by more and more educational institutes at the highest level, I feel a trickledown effect shall take place, where even primary educators may employ this process at the grass-root levels, as it has been the case in a majority of Western and Developed Nations, such as US & UK. The question here is whether the concerned authorities may contemplate the effects of blended learning on the demonstrating and learning experiences, and furthermore the social order in Saudi Arabia. From the perspective of the female Saudi students, a blended learning environment offers them the flexibility to move ahead in their Higher Education while keeping up their own particular specific social qualities and traditions. It is anticipated that the future of blended learning will have a strong impact on the learning environment in Higher Education. Of course, it cant be expected how fast the allotment of using developments as a piece of learning will affect the advancement of blended learning in Saudi Arabia. Furthermore, it cant be normal whether the improvement towards blended learning in Higher Education will extend to pre-university education in Saudi Arabia or not. In case this happens, this will raise bona fide discords with educationalists that decidedly help the socio-social proliferation consolidated with the institutional structures of schools. The issue here is the method for the strategy for thinking for executing blended learning in vital and assistant schools. The way of the learning knowledge in the blended learning environment is obliged to be a stress of people. An interchange controversy could be about the status of crucial and assistant school students for blended learning. As self-sufficient learning aptitudes are required for blended learning, the request is whether the students in pre-university direction have the improvement to be learners in a blended natures area. Otherwise introducing blended learning in the traditional university set up could pose a challenge out of which time is very significant (Alebaikan and Salah, 49). Completely, eye to eye learning gives a rich environment to bearing, institutionalizing and correspondence, which younger learners require with a particular final objective to be stirred. Be that as it may, the blended learning could be a model that is an exchange off between indicating toward oneself and a school direction. To conclude, if I were to apply the benefits of Blended Learning at our school, I would say it gives us the following benefits: 1. Expands on and unites existing best practice. 2. Enhances the learner encounter and learning results 3. Upgrades formal and casual learning fortunes 4. Helps the vital objective of obliging learner differences 5. Reflects global hypothesizing and heading practice here 6. Maintains a strategic distance from the win or bust suppositions intrinsic in past web learning methodologies 7. Streamlines the open door to secure broad proprietorship and acknowledgement around scholastic associates 8. Gives adaptability as far as execution at the course and system level 9. Helps momentum institutional vital headings in learning and instructing, including open doors for advertising interdisciplinary, internationalizing the educational module, upgrade of examination headed showing and of work-coordinated learning 10. Supplements the existing perspectives of adaptable learning while in the meantime accentuating the extraordinary pedagogical qualities portraying the mixing of eye to eye and engineering upgraded learning and educating 11. Increments intensity in building new understudy markets empowered by adaptable and inventive system conveyance 12. Improves open doors to draw in and hold top quality students 13. Helps practical learning and instructing results 14. Makes ideal utilization of available resources. Read More