Blended Learning as an Alternative Method at The Age of COVID 19 In Egyptian Higher Education (A Case Study)

Abstract

The present study aimed to investigate the appropriateness of blended learning as an alternative at the age of COVID 19 in higher education from teaching staff and students’ perspectives. For this purpose, 50 male and female members of teaching staff and 200 EFL students were randomly selected from faculty of Education, faculty of Arts, and faculty of Alsun in Beni Suef University, Egypt. They were chosen based on the availability sampling method. The evaluation of the blended learning was conducted quantitatively through a 5-point Likert scale questionnaire which was developed by the researcher. The blended learning evaluation scheme contained 60 items which relied upon six main dimensions namely a) design, planning, and teaching strategies, b) using technology, c) content of online environment, d) content of face-to-face sessions, e) assessment procedures, and f) learners’ satisfaction. The results indicated that there was an incongruity between teaching staff and students’ perspectives about all six dimensions. It is believed that the results of the study could provide intriguing hints for the curriculum designers and materials developers to think of enhancing, adding supportive information, and holding continuous training sessions for blended learning which present logical solutions to avoid limitations of the current blended learning courses and to change students’ negative perception about blended learning.