The Quality of Blended Learning Based on the Use of Blackboard in Teaching Physics at King Saud University: Students' Perceptions

Abstract

The present study aimed to investigate students’ perceptions of the quality of blended learning )based on the use of Blackboard( in teaching physics at King Saud University )KSU(, and whether these perceptions vary according to gender and computer skills level. The Course Experience Questionnaire )CEQ(, developed by Ginns & Ellis )2007(, was used to examine the perceptions of 341 Health Colleges students in the first year of a five-year undergraduate degree, who were enrolled in a general physics course at KSU. The results revealed that the blended learning in teaching physics at KSU was generally perceived to be of high quality. The results also revealed that there were no statistically significant differences in students’ perceptions of the quality of blended learning in teaching physics at KSU that could be attributed to gender. However, the results revealed that there were statistically significant differences in those perceptions that could be attributed to students’ computer skill levels in favor of students with a higher level of computer skills.