Face-to-face sessions versus online activities in a blended learning environment in the term of students' perception

Abstract EN

The outstanding growth and changes being experienced today in science and technology affect, develop, and change education in every field.

New models have appeared in learning and teaching processes as a result of these changes.

One is blended learning, which is a learning environment that combines the pros offered by the web-based learning environment and the face-to-face learning approach (Osguthorpe & Graham, 2003).

Face-to-face education environment provides more opportunities for social interaction, which students need to guide them through their learning while the web-based learning environment provides the time and place flexibility which is not possible in the classroom (Abate, 2004).

Students are supported by the learning materials provided by the web-based instruction when they are out of the classroom and they can continue their face-to-face education in the blended learning environment within a certain timetable (Dabbagh & Ritland- Banan, 2005).

This blended model was meant to increase learners' engagement by: 1.

Replacing some face-to-face class sessions with online interactive learning activities to promote increased engagement with course material, continuous interaction with peers and faculty, and contextualized discussion based on daily experiences; 2.

Replacing some face-to-face class sessions with online interactive learning activities to allow students greater flexibility in scheduling of responsibilities and increased opportunity for community engagement; and3.

Adding an online learning environment to allow participation by specialists and stakeholders beyond the official faculty (Scardamalia, Marlene & Carl Bereiter, 2006).