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Advances in Social Sciences Research Journal – Vol.8, No.1
Publication Date: January 25, 2021
DOI:10.14738/assrj.81.9593.
Alharbi, S. (2021). Blended Learning In Saudi Higher Education Framework, Implications, And Limitations . Advances in Social
Sciences Research Journal, 8 (1) 386-392.
Blended Learning In Saudi Higher Education Framework,
Implications, And Limitations
Samar Alharbi
School of Modern Languages & Linguistics, Southampton University,
Southampton, United Kingdom
ABSTRACT
In the modern era of teaching and learning, the education system
witnessed many changes. New methods of teaching and learning are
utilised in order to adapt to the growth of technology. Teachers used
some teaching methods, such as online teaching, face to face teaching
or a combination of both online and face to face known as blended
learning (BL) environment. BL has been proven its advantages
empirically in many studies. One of the significant advantages is that
BL is used as an extended learning environment to reinforce
knowledge and make learning more accessible by utilising technology
and online resources. However, there are some drawbacks of
implementing blended learning, such as the demand of time and
teachers' efforts to provide feedback and follow up students. This
paper examined the use of BL in higher education. The first part of this
paper reviewed some empirical studies in BL. The second part
presented the theoretical framework of using BL. Benefits and
challenges of implementing BL in higher education regarding Saudi
universities are explained. Lastly, the paper concluded with some
critical remarks.
Keywords: blended learning; higher education; face to face; challenges;
benefits
INTRODUCTION
With the rapid growth of technology, people witnessed changes and transformations in their lives.
Everything now is accessible using mobile devices and internet. The teaching and learning
landscape are very changing. We live in a modern world which has seen technology being widely
incorporated into our society. Currently, generation is used technology to access information;
therefore, the classroom should not be any different. Recent developments in teaching practices
have heightened the need for change and adapted new teaching and learning methods. The use of
technology in teaching and learning is a significant area of interest in education. Thus, many
teachers in schools and universities start implementing online teaching materials when they
deliver lessons or design their courses. Learners often become active, and the provider of the
knowledge instead of only the receiver since online resources including books, journals and
magazines are easily available to them through websites. Most Saudi universities' lectures start to
cope with technology by blending online materials with face to face interaction. According to
Garrison and Vaughan (2008), blended learning models and designs can enhance and improve the
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URL: http://dx.doi.org/10.14738/assrj.81.9593. 387
Alharbi, S. (2021). Blended Learning In Saudi Higher Education Framework, Implications, And Limitations . Advances in Social Sciences Research
Journal, 8 (1) 386-392.
learning experience. This paper focuses on a blended learning approach with an explanation of its
theoretical framework. It also sheds light on implementing BL in teaching the English language in
higher education and its challenges in Saudi Arabia universities' education system.
LITERATURE REVIEW
Traditional learning method (face to face) has been used for centuries where the interaction
happens between teachers and students in a real environment such as a classroom. However, this
teaching method has gradually changed with the use of computers, which allow teachers to
demonstrate lessons using a projector. Lately, with the development of technology, teachers blend
the use of technology in face to face interaction. Blended learning has been investigated by
numerous of different academic educators and practices around the world. According to Rooney
(2003) blended learning model has been explained by the American Society for Training and
Development as one of the ten top trends to emerge in the (knowledge delivery industry). After it
became popular and gained attention in many places such as companies, blended learning was
implemented and used in the traditional education system. Researchers attempt to define blended
learning in different ways and they consensus that it generally focusses on combining traditional
learning (such as tutorials, lectures, and seminars) with the more interactive forms made possible
by the use of new technologies (Higgins and Gomez 2014). According to Garrison and Vaughan
(2008:5) blended learning is' the thoughtful fusion of face-to-face and online learning experiences'
and 'a unique fusion of synchronous and asynchronous, direct and mediated mode of
communication' (p.6). They also assert that the primary concern in BL is 'to provide more engaged
learning experiences' (p.4). In the same vein, Bourne and Seaman (2005) argue that blended
learning is a method to combine the best elements of face to face and online teaching and learning.
Thus, BL has changed the traditional teaching approach which was commonly used in Saudi higher
education which described teaching as a passive mode as it focuses only on face to face interaction
and prevents the opportunity for collaborative participation and leaning. Therefore, the reason for
this change is better explained by Swail (2002) who argue that rules are changing, and higher
education institutions are constantly under pressure to change, adjust or desist. In Saudi higher
education, such a change from traditional teaching to an online environment has its implications
and challenges which will be present in this paper.
THEORETICAL FRAMEWORK
The basic fundamental purpose of blended learning is to open all the possible ways of teaching
and learning through synchronous and asynchronous methods of participation and
communication (Garrison and Vaughan 2008). Many higher education institutions adopt a new
approach that blends traditional and web-based teaching and learning, and Saudi universities are
not an exception to the technological development in the education system. This approach of BL
helps to create important communities of enquiry.
The community of inquiry (COl) model was created by Garrison, Anderson and Archer (2000) to
provide a theoretical framework to explain and guide online learning and teaching used by many
practitioners and educators in an online setting. Arbaugh (2006) asserts that the COI model has
shown great success as it involves of two ideas community and inquiry. He explains that the
community builds on social nature, including collaboration, interaction and discourse in building
knowledge. On the other hand, inquiry represents the procedures of making meaning through
personal preference and responsibility.
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The COI framework involves three dimensions social presence, teaching presence, and cognitive
presence. These presences are vital to guide and to help for designing courses material and enrich
the online educational experience. Moreover, the COI model explains the structure and the reasons
for understanding the 'nature, purpose, and principles of blended learning.' (Garrison and
Vaughan, 2008, p.10). However, the challenge that might face teachers is to link the properties of
asynchronous online learning with the ability to develop communities of inquiry that incorporate
the social, cognitive and teaching presence to fulfil individual needs. The following part focuses on
the definition and the key categories of each presence. It also highlights the pedagogical aspect of
these dimensions with relation to teaching the English language in an online environment.
Social Presence
Social presence in online education is the ability for students to feel connected and work
collaboratively in a save online environment. In any online learning, students can involve in an
online discussion, share opinions, express feelings and emotions and communicate purposefully in
a climate of trust. This enables them to share knowledge, ask questions and get feedback from
peers and teachers. Higher education researches have shown that social presence has a positive
impact on engagement, student success, retention, stronger performance and motivation
(Garrison & Anderson, 2003). Undergraduate students in Saudi universities enrol in English
language course in the preparatory year. Most of them have little exposure to the English
language; therefore, students are not confident and hesitate to participate in classroom discussion,
nor are they willing to work in groups. Thus, online learning tools such as Blackboard gives
students an opportunity and enable them to communicate effectively by providing a social nature
of learning where they involve in discussion forum anonymously which allows some lower-level
students the courage to practise English in a deeper level, in a secure environment and build
relationships with a classmate. Students often show positive attitudes when they work in groups
in blended learning environment. It also serves as a community for learners beyond the
classroom where students can together communicate openly, negotiate, debate and receive
comments from their group members who enhance the educational experience. On the other hand,
negative social presence prevents learners from presenting themselves as real people; therefore,
the learning experience is diminished. The role of online teacher/tutor is important, which will
explain in the following section to minimise the negative experience from happening and enhance
the positive ones.
Teaching Presence
Teacher presence is vital in online learning since students' interactions are not enough for an
effective online learning environment. The role for teaching presence 'provides the design,
facilitation, and direction for a worthwhile educational experience' (Garrison and Vaughan 2008,
p.24). The teaching presence was also seen as the power that formed a vital community of inquiry
because the organisation of social presence and cognitive presence are based on a teacher's
presence (Garrison et al., 2000, p.96)
Teaching presence in online learning involves many activities such as facilitating the course
content by providing extra online resources, upload power point slides, and lecture recordings.
Teachers also engage and support students in their learning by posting online tasks that stimulate
them to participate and self-assess their progress. In English language class, the students need
more time to practise English and participate in different activities to improve their English. As a
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Alharbi, S. (2021). Blended Learning In Saudi Higher Education Framework, Implications, And Limitations . Advances in Social Sciences Research
Journal, 8 (1) 386-392.
result, the teacher supports the students with extra supplementary online materials suitable for
their level and interests. The teacher facilitates, monitors, guides and gives feedback. The teacher
also assigns online homework to direct students to search for the information and be autonomous
learners.
Cognitive Presence
In the field of blended learning, cognitive presence is seen as one of the crucial elements of the
community of inquiry framework. Cognitive presence is defined as a method of inquiry which
consists of sharing ideas, listening, and thinking in the critical thinking process (Garrison, 2017).
In addition, Garrison believes that cognitive presence cannot be interpreted in isolation. Instead, it
is a collaborative and purposeful process interrelated with the social and teaching process. This
emphasises the importance of teacher and student's interaction to activate cognitive learning. In
online learning, students have the opportunity to construct meaning, make connections, apply
new ideas and make reflections on previous and new experiences. In fact, the process of learning
and acquiring knowledge is dynamic and active where students confront new thoughts and
exchange ideas in a discussion forum or any other media such as live chat and emails. Burbules
(2004) argues that "Outcomes are constituted and reconstituted in active processes of inquiry, not
taken as a static endpoint" (p.7). It is worth mentioning that appropriate course and learning
materials design are imperative to engage and stimulate students to reach a desirable level of
cognitive engagement. McLoughlin and Mynard, (2009) argue that for developing and enhancing
higher-order thinking, successful practices such as practical tasks, clear instructions, clear
wording of teacher prompt and time limit should be implemented with technology.
Regarding English language learning, teachers can design materials based on different cognitive
elements; for example, activities that involve remembering, understanding, evaluating and
creating. In Saudi universities, most English classes are big, with more than thirty students.
Besides, students have a minimum chance to practice English and reflect on their learning.
Therefore, implementing blended learning in English classes enhances students' cognitive ability
by raising questions, solving problems and creating new materials such as writing a paragraph. Al
Zumor et al. (2013) examined EFL students' perception of blended learning's advantages and
challenges using Blackboard at King Khalid University. The findings revealed that the students
showed positive perceptions and attitudes for learning English in the blended learning
environment as it also contributed to increasing their vocabulary and reading hours. Moreover, BL
enhanced their metacognitive, social and affective strategies.
BENEFITS OF BLENDED LEARNING
The effectiveness and the rationale for choosing blended learning by many learners are discussed
in many literatures. For the purpose of this paper, the focus will be on the benefits and the
advantages of implementing BL in the English language classroom in the Saudi context. Four main
benefits will be explained with the elaboration of the writer experience in applying BL when
teaching English.
Accessibility and Flexibility
The main benefit of adopting BL is that it is more flexible and accessible for learners than in
traditional face-to-face classrooms. Graham (2006) sought to explain the reason why students
enjoy blended learning. First, it gives students greater flexibility since some of the learning occurs
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in planned face-to-face periods, while other learning takes place online at their preference and
convenience. It is evident that in BL students have the right to access and engage with resources
and authentic online materials anytime and anywhere. Furthermore, portions of online learning
would be offered as being synchronous or asynchronous. Online synchronous parts could be
video-conferencing, chat, and meeting. Whilst asynchronous forms could be online tutorials,
emails, online discussion boards, and collaborative documents such as wikis.
Diversity and variety are the main characteristics of higher education since classes involve many
different learning preferences and language abilities. Technology supports variation as some
online programs allow individual students to access and choose the online materials convenient
for their need, which, as a result, motivate them and influence English language learning. For
example, some students prefer synchronous classes as they want to feel engaged with the class
experience in real-time. They may find it helpful to comment or ask a question and receive advice
and feedback. For other students, learning asynchronous would be a better choice. Some students
need to get more time to think before offering opinions and thoughts (Tomlinson and Whittaker,
2013). Almalki (2011), in his study of blended learning in higher education in Saudi Arabia,
reveals that BL increases student's interaction with the teacher and facilitate class
communication. Additionally, the study confirms that teacher and students valued blended
learning design benefits because of its accessibility and flexibility.
In English language courses, many activities with different levels and targets are available online
for students to access. The students choose the appropriate task to their level and interest, which
significantly impacts their language. Young (2002) argues that students are different and are not
learning the same way, so the traditional method is not appropriate for all students. In the same
vein, Al-Jarf (2005), demonstrates the importance of blended learning in developing English. The
study reveals that online activities enhance and support second language learning English.
Moreover, the study illustrated that students appreciate and welcome integrating online learning,
which allows for interaction with the teacher and flexibility with online tasks.
Autonomy and Motivation
Working Collaboratively in blended learning strengthens students' autonomy. Their capability to
perform individual and shared activities and their responsibility to self-learning become higher in
BL (Garrison & Vaughan, 2011). Technology paves the way for learners to be autonomous and to
self-access to the knowledge. Students are more responsible for managing their studying and
learning activities.
The blended learning approach is often appropriate in an environment where exploration,
questioning and participation are discouraged (Lotherington and Jenson, 2011). In Saudi
universities, most of the classes are teacher-centred, so students are not encouraged to ask
questions. Moreover, some students with a low level of English are hesitated to participate in the
classroom. Consequently, the use of blended learning motivates students who fear making
mistakes and lack of confidence. Also, correction and feedback might cause anxiety and tension to
students, affecting their learning and acquiring the English language. As a result, the blended
learning environment provides a space for learners and engage them to communicate with their
teacher and peers to get academic help and advice.