Establishing an Effective Blended Learning Model: Teacher Perceptions from the United Arab Emirates

Blended learning is fast becoming the new normal and increasingly considered an integral part of program offers within higher education (HE) institutions. Although there is a general consensus about online and physical face to face components, which constitute a framework for blended learning models...

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Autores principales:	Wasif Minhas, Timothy White, Georgia Daleure, Nadia Solovieva, Hisham Hanfy
Formato:	article
Lenguaje:	EN
Publicado:	SAGE Publishing 2021
Materias:	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
Acceso en línea:	https://doaj.org/article/15d2c3be7f9e44e4a39d75a650bd3843
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spelling	oai:doaj.org-article:15d2c3be7f9e44e4a39d75a650bd38432021-12-02T02:04:51ZEstablishing an Effective Blended Learning Model: Teacher Perceptions from the United Arab Emirates2158-244010.1177/21582440211061538https://doaj.org/article/15d2c3be7f9e44e4a39d75a650bd38432021-11-01T00:00:00Zhttps://doi.org/10.1177/21582440211061538https://doaj.org/toc/2158-2440Blended learning is fast becoming the new normal and increasingly considered an integral part of program offers within higher education (HE) institutions. Although there is a general consensus about online and physical face to face components, which constitute a framework for blended learning models. There are variances on how these components should be combined, established, and delivered. Empirical evidence on teachers’ perceptions of these elements is also limited. This qualitative study used focus groups to gather teacher perspectives of blended learning models, which produced three major themes related to professional development, student success, and blended courses. A sample of teacher from this group was most relevant to the study because they were involved in the implementation, and iterations, of blended learning at their HE institution for three semesters. Their experiences and perceptions provided highly relevant insights on what constitutes an effective blended leaning model. This study confirms previous empirical claims on the importance of professional development in increasing teacher efficacy. But also reveals the role of self-learning, informal communities of practice and their impact on changing teacher perceptions, which in turn improve efficacy. The study also highlights effective communication, course materials, course design and how blended learning environments are set-up, as crucial elements of an effective blended learning model. Teachers perceived these elements as the biggest influences on student success. This study provides important insights for educational institutions seeking to establish or improve their blended learning strategy and enhance student experience.Wasif MinhasTimothy WhiteGeorgia DaleureNadia SolovievaHisham HanfySAGE PublishingarticleHistory of scholarship and learning. The humanitiesAZ20-999Social SciencesHENSAGE Open, Vol 11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
spellingShingle	History of scholarship and learning. The humanities AZ20-999 Social Sciences H Wasif Minhas Timothy White Georgia Daleure Nadia Solovieva Hisham Hanfy Establishing an Effective Blended Learning Model: Teacher Perceptions from the United Arab Emirates
description	Blended learning is fast becoming the new normal and increasingly considered an integral part of program offers within higher education (HE) institutions. Although there is a general consensus about online and physical face to face components, which constitute a framework for blended learning models. There are variances on how these components should be combined, established, and delivered. Empirical evidence on teachers’ perceptions of these elements is also limited. This qualitative study used focus groups to gather teacher perspectives of blended learning models, which produced three major themes related to professional development, student success, and blended courses. A sample of teacher from this group was most relevant to the study because they were involved in the implementation, and iterations, of blended learning at their HE institution for three semesters. Their experiences and perceptions provided highly relevant insights on what constitutes an effective blended leaning model. This study confirms previous empirical claims on the importance of professional development in increasing teacher efficacy. But also reveals the role of self-learning, informal communities of practice and their impact on changing teacher perceptions, which in turn improve efficacy. The study also highlights effective communication, course materials, course design and how blended learning environments are set-up, as crucial elements of an effective blended learning model. Teachers perceived these elements as the biggest influences on student success. This study provides important insights for educational institutions seeking to establish or improve their blended learning strategy and enhance student experience.
format	article
author	Wasif Minhas Timothy White Georgia Daleure Nadia Solovieva Hisham Hanfy
author_facet	Wasif Minhas Timothy White Georgia Daleure Nadia Solovieva Hisham Hanfy
author_sort	Wasif Minhas
title	Establishing an Effective Blended Learning Model: Teacher Perceptions from the United Arab Emirates
title_short	Establishing an Effective Blended Learning Model: Teacher Perceptions from the United Arab Emirates
title_full	Establishing an Effective Blended Learning Model: Teacher Perceptions from the United Arab Emirates
title_fullStr	Establishing an Effective Blended Learning Model: Teacher Perceptions from the United Arab Emirates
title_full_unstemmed	Establishing an Effective Blended Learning Model: Teacher Perceptions from the United Arab Emirates
title_sort	establishing an effective blended learning model: teacher perceptions from the united arab emirates
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/15d2c3be7f9e44e4a39d75a650bd3843
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Establishing an Effective Blended Learning Model: Teacher Perceptions from the United Arab Emirates

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