Towards An Optimal Blended Learning Model During Disrupted Education Periods

Abstract

This paper studies the application of alternative instruction models such as online and blended learning to compensate for the closures of Higher Education Institutions (HEIs), including colleges and universities in the Middle East following the COVID-19 pandemic outbreak. Online learning was introduced as an immediate alternative to complete academic semesters by offering courses via distance learning modes. However, the review of relevant literature, surveys, and studies showed that complete online learning does not bring the optimal results in the Arab learning settings. Surveys conducted in the UAE, Saudi Arabia, and other countries revealed that complete online learning proved insufficient from the viewpoint of students, parents, and educators. Blended Learning Models (BLMs) are presented as a midway between full face-to-face and online instruction modalities. This study examines the different types and models of blended learning and how they are perceived by students in different educational contexts. This study aims to set the features of developing an optimal model of blended learning and how it can be implemented in the Arab HEIs. This study provides pedagogical implications and insights into how to apply an effective blended learning model to reinforce knowledge construction not only during disrupted education periods but also as an optimal educational construct aimed to foster students’ autonomy and to help them to take charge of their own learning. Whereas this modality can be introduced at the school level, its application could be more efficient at the university level