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Blended Learning for Learner Empowerment: Voices from the Middle East
ARTICLE

Journal of Research on Technology in Education Volume 50, Number 1, ISSN 1539-1523

Abstract

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.

Citation

Tamim, R.M. (2018). Blended Learning for Learner Empowerment: Voices from the Middle East. Journal of Research on Technology in Education, 50(1), 70-83. Retrieved October 21, 2020 from .

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