Perceptions of blended learning in Saudi universities

1 Acknowledgements . 2 List of Tables . 5 List of Figures . 5 Acronyms . 6 CHAPTER I: Introduction . 7 1.1 Overview of Blended Learning . 7 1.2 Innovations in Saudi Higher Education . 9 1.3 Significance of the Research . 10 1.4 Purpose of the Research . 12 1.5 Research Questions . 12 1.6 Structure of the Thesis . 13 CHAPTER II: Context of the Study . 15 2.1 The Country and People of Saudi Arabia . 15 2.2 Saudi Higher Education . 16 2.3 The Internet in Higher Education . 28 2.4 Blended Learning in Saudi Arabia . 33 2.5 Summary . 36 CHAPTER III: Literature Review . 37 3.1 Understanding the Term Perception . 37 3.2 The Concept of Blended Learning. 42 3.3 Conceptual Framework. 46 3.4 The Terminologies: E-learning and Blended Learning . 52 3.5 Rationale for Blended Learning . 54 3.6 The Role of Institutions . 64 3.6.1 Infrastructure and Support . 67 3.6.2 Quality of Learning Experience . 74 3.7 Blended Learning Design . 76 3.8 Blended Learning Pedagogies . 81 3.9 Ethical Consideration . 97 3.10 The Future of Blended Learning . 105 3.11 Summary . 112 CHAPTER IV: Methodology . 115 4.1 Objectives and Research Questions . 115 4.2 Theoretical Framework. 116 4.3 Research Methodology . 120 4.4 The Role of the Researcher . 124 4.5 Site of the study: The Blended Learning Environment . 127 4.6 Sampling . 129 4.6.1 Lecturers . 130 4.6.2 Students . 131 4.7 Methods . 133 4.7.1 Observations . 135 4.7.2 Diaries and Reflective Essays . 138 4.7.3 Focus Group . 140 4.7.4 Interviews . 142 4.8 Issue of Trustworthiness . 145 4.9 Data Analysis . 147 4 4.10 Ethical Consideration . 150 CHAPTER V: Results and Analysis . 153 5.1 Students‟ Perceptions towards Blended Learning . 153 5.1.1 Students‟ Understanding of Blended Learning . 155 5.1.2 Students‟ Perceptions of the Advantages of Blended Learning 156 5.1.3 Students‟ Perceptions of the Challenges of Blended Learning . 169 5.2 Lecturers‟ Perceptions towards Blended Learning . 182 5.2.1 Lecturers‟ Understanding of Blended Learning . 184 5.2.2 Lecturers‟ Perceptions of the Advantages of Blended Learning 185 5.2.3 Lecturers‟ Perceptions of the Challenges of Blended Learning 195 5.3 The Future of Blended Learning in Saudi Arabia . 212 5.4 Summary . 217 CHAPTER VI: Discussion . 220 6.1 Blended Learning Concept . 220 6.1.1 Blended Learning Definition . 221 6.1.2 Blended Learning Design . 223 6.1.3 Blended Learning Rationale . 225 6.2 Implementation and Support . 227 6.2.1 Infrastructure . 228 6.2.2 Orientation . 229 6.2.3 Support and Training . 231 6.3 Blended Pedagogy . 237 6.3.1 Course Development . 238 6.3.2 Lecturers and Students‟ Roles . 240 4.6 Ethical Considerations . 247 6.4.1 Netiquette . 247 6.4.2 Intellectual Property Rights . 248 6.4.3 E-Plagiarism . 249 6.5 Evaluation and Quality of Learning . 253 6.5.1 Feedback . 253 6.5.2 Development. 254 6.6 Theoretical Contribution: A Framework for Blended Learning . 255 6.7 Summary . 258 CHAPTER VII: Conclusions and Recommendations . 259 7.1 Conclusions . 259 7.2 Implications and Recommendations . 262 7.3 Challenges and Limitations . 265 7.4 Suggestions for Further Research . 267 7.5 Personal Reflection on the Thesis Journey . 268 Appendices . 270 Appendix A: Saudi Educational System Credential . 271 Appendix B: Preliminary Results and Pilot Study Report . 278 Appendix C: Data Collection Methods Forms . 282 Appendix D: Ethical Research Forms . 305 Appendix E: Published Papers . 310 Bibliography . 331