Virginia Tech
Factors to Consider for Implementing Blended Learning in Saudi Higher Education Institutions: An Integrative Literature Review
Abstract
dc:description.abstractBlended/hybrid learning, a combination of face to face and online learning to deliver instruction, is growing in popularity at institutions of higher education, and may lead to many benefits for students, faculty, and administrators. However, the implementation of blended learning (BL) is a complex process. Although the move towards BL adoption is generally accepted by faculty, questions still remain when it comes to adopting and implementing standards across institutions. Given this problem, this integrative literature review was conducted to identify possible factors that impact the process of implementing BL smoothly and successfully at higher education institutions. The purpose of this study was to identify related institutional factors from empirical studies published from 2000 to 2020. Findings from this study may offer institutions a guide to effectively create, execute, and assess BL programs and courses. The study provides recommendations that may be impactful for decision-makers at Saudi higher education institutions.
Degree
thesis:*- Name thesis:degree_name
- Doctor of Philosophy
- Level thesis:degree_level
- doctoral
- Discipline thesis:degree_discipline
- Curriculum and Instruction
- Department dc:contributor.department
- Education, Vocational-Technical
- Grantor dc:publisher
- Virginia Tech
- Year dc:date.issued
- 2021
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Alsobhi, Rania Masoud M.
- Chair dc:contributor.committeechair
-
- Potter, Kenneth R.
- Committee members dc:contributor.committeemember
-
- Johnson, Alicia Leinaala
- Bond, Mark Aaron
- Lockee, Barbara B.
Subjects
dc:subject × 6Rights
dc:rights- Statement dc:rights
-
- In Copyright
- Licence dc:rights.uri
Identifiers
dc:identifier.*- Dc Identifier Other
- vt_gsexam:30939
- OAI identifier oai:identifier
- oai:vtechworks.lib.vt.edu:10919/103963