التأثير الوسيط للهوية المهنية في العلاقة بين منظمات التعلم و إدراك التعليم الهجين في ظل جائحة كوفيد-19 : دراسة تطبيقية على أعضاء هيئة التدريس بجامعة الأزهر بجمهورية مصر العربية

Abstract EN

The study aimed at examining the impact of learning organizations on professional identity of faculty members working at AL-Azhar University in Egypt, and its reflection on their perception of blended learning.

The study followed descriptive analytical approach, sample consisted of (360) members of faculty members with a response rate of 81.6%.

Results showed that: according to gender, there is a variance in faculty members perception of blended learning; according to job level, there were variance in faculty members perception of both learning organizations and blended learning; according to professional experience, there were variance in faculty members perception of learning organizations, professional identity, and blended learning; finally, professional identity significantly affected the relationship between learning organizations and faculty members’ perception of blended learning.

The study provided recommendations to assist decision makers in universities in raising faculty members’ perception of the important role of blended learning during the current international health pandemic, the most important of which are the involvement of faculty members in setting university’s goals, mission and vision, besides enhancing learning; in addition to adopting blended learning as a perquisite, and determining the percentage of face to face learning and online learning in line with the percentage of academic courses.