Blended Learning for Learner Empowerment: Voices from the Middle East

Rana M. Tamim, Zayed University

Document Type

Article

Source of Publication

Journal of Research on Technology in Education

Publication Date

1-2-2018

Abstract

© 2017 ISTE. 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.

ISSN

1539-1523

Publisher

Taylor and Francis Inc.

Volume

50

Issue

1

First Page

70

Last Page

83

Disciplines

Education

Keywords

blended learning, female empowerment, online virtual environments, students' perceptions

Scopus ID

85038018325

Indexed in Scopus

yes

Open Access

no

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