اتجاهات أعضاء هيئة التدريس نحو توظيف التعليم المدمج في تدريس المقررات الجامعية

Abstract EN

This research aimed to identify the attitudes of faculty members towards employing blended learning in teaching university courses by identifying the cognitive, emotional, and behavioral attitudes of faculty members towards employing blended learning in teaching university courses, and investigate the existence of statistically significant differences between the attitudes of faculty members towards employing blended learning in teaching university courses due to research variables (academic ranks - gender - years of experience).

The research sample consisted of (125) faculty members in the College of Basic Education.

The research adopted the comparative approach and used the faculty members' attitudes scale as the research tool.

The research concluded many results including that the cognitive attitudes, the behavioral attitudes, and the emotional attitudes towards employing blended learning in teaching university courses came with a (high) response degree.

Also, there were no statistically significant differences at the significance level (0.05) about the faculty members' attitudes towards employing blended learning in teaching university courses in all axes of the scale in addition to the overall mean due to the variable of academic rank, gender, and years of experience.

The research reached several recommendations, including the need to provide the latest electronic devices in order to employ them in the blended learning environment.