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Blended Learning at Ajman University of Science and Technology: A Case Study

Blended Learning at Ajman University of Science and Technology: A Case Study

Ahmed Ankit, Mirna Nachouki, Mahmoud Abou Naaj
Copyright: © 2014 |Pages: 25
ISBN13: 9781466658769|ISBN10: 1466658762|EISBN13: 9781466658776
DOI: 10.4018/978-1-4666-5876-9.ch011
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MLA

Ankit, Ahmed, et al. "Blended Learning at Ajman University of Science and Technology: A Case Study." Multicultural Awareness and Technology in Higher Education: Global Perspectives, edited by Tomayess Issa, et al., IGI Global, 2014, pp. 218-242. https://doi.org/10.4018/978-1-4666-5876-9.ch011

APA

Ankit, A., Nachouki, M., & Abou Naaj, M. (2014). Blended Learning at Ajman University of Science and Technology: A Case Study. In T. Issa, P. Isaias, & P. Kommers (Eds.), Multicultural Awareness and Technology in Higher Education: Global Perspectives (pp. 218-242). IGI Global. https://doi.org/10.4018/978-1-4666-5876-9.ch011

Chicago

Ankit, Ahmed, Mirna Nachouki, and Mahmoud Abou Naaj. "Blended Learning at Ajman University of Science and Technology: A Case Study." In Multicultural Awareness and Technology in Higher Education: Global Perspectives, edited by Tomayess Issa, Pedro Isaias, and Piet Kommers, 218-242. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5876-9.ch011

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Abstract

Over the past few years, there has been a rapid increase in the development of technology-based learning and teaching. Professors have become more pragmatic in their approach to technology-based media by using it to supplement or to replace traditional face-to-face teaching. Blended learning, which combines both electronic and face-to-face interaction, has gained more ground as midway between distance and face-to-face teaching approaches. Thus, opportunities for both educators and learners have been created. The teaching and learning approach adopted at Ajman University of Science and Technology (AUST) combines an equal balance of traditional face-to-face and videoconference learning, complemented with the use of a learning management system (Moodle). Student and instructor satisfaction is considered the most important factor in measuring the quality of blended learning. The purpose of this chapter is, therefore, to examine student and instructor satisfaction of blended learning at AUST. The chapter demonstrates that the majority of students and instructors hold positive views but are still attached to the traditional face-to-face learning and teaching. They also show that the level of satisfaction may depend on individual experience as well as on the major studied/taught.

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