Students' Achievement and Attitudes toward Using Traditional Learning, Blended Learning, and Virtual Classes Learning in Teaching and Learning at the University Level

By Alseweed, Mohammad A. | Studies in Literature and Language, January 1, 2013 | Go to article overview

Students' Achievement and Attitudes toward Using Traditional Learning, Blended Learning, and Virtual Classes Learning in Teaching and Learning at the University Level


Alseweed, Mohammad A., Studies in Literature and Language


Abstract

This study aims to investigate the effects of the traditional learning, blended learning and virtual classes learning on university students' achievement and attitudes. 34 male students studying at the English Language Program, Qassim University were divided randomly into three groups, (blended learning, traditional learning, or virtual classes learning). Results indicate that there are significant differences among the instructional approaches in the achievement test scores in favor of blended learning. In addition, the results show significant differences in students' attitudes in favor of blended learning.

Key words: Blended learning; Traditional learning; Virtual classes learning; Saudi students' achievement; Attitudes; E-learning

INTRODUCTION

Information and communication technology (ICT) such as computers, internet, multimedia, virtual classrooms, smart classrooms and so on has been used widely in different fields. In education, this technology has been introduced to the field i n recent years. E-learning is one of these technologies which has been used in teaching and learning situations (Pekarova & Bitljanova, 2011; Sandholtz, Ringstaff, & Dwyer, 1994; Bates, 1995; Baylor & Ritchie, 2002; Jhosta, 2005; Abrami Bernard, Borokhoski, Tamin, Surkes, & Zhang, 2006; Chen & Jones, 2007; Stiffler, 2008).

The idea of using ICT in language teaching has attracted more language teachers to have an interactive classroom environment (Chou, 2010). Since there is a tendency in using e-learning in teaching/learning environment, it is interesting to see whether there is a basis for the shiftfrom traditional methods to more technological oriented approaches for better teaching/ learning environment.

CONTEXT OF THE PROBLEM

Buraydah Community College (BCC) at Qassim University (QU) introduced e-learning in the Fall 2009 and virtual classes in the Fall 2011 as a part of its instructional plan for better teaching and learning. BCC has adopted the use of Jusur Management System. It is introduced by the National Center for E-learning and Distance Learning (elc), an affiliate of Ministry of Higher Education in Saudi Arabia. Goal1 of (elc) is "to spread e-learning applications and solutions in all higher education institutions in accordance with the best quality standards." BCC implemented e-learning teaching/learning environment at the college to achieve an academic improvement of teaching and learning means, styles, and methods.

Equipments such as computers, smart boards, projectors have been provided in all classrooms in BCC. In addition faculty, staffmembers, and students have been trained and familiarized with the new e-learning environment and the use of Jusur System. They were requested to sign up in the (elc) web page in order to use the facility. Accordingly, during the first semester e-learning has been used by the majority of BCC faculty members. However, enthusiasm among motivated administrators and educators to use e-learning college wise is not enough to prove its significance or to give it priority over any other learning approach(es). Therefore, the present researcher feels there is a need for research to fill this gab through investigating the effects of using traditional learning, blended learning and virtual classes learning on the teaching effectiveness of the listening skill subject as one of the English Program's courses at BCC. That skill was chosen as Rost (2002) and VandergriftIt (1999) claim that listening comprehension has an important role in facilitating successful language learning. Moreover, Wilson (2003) suggests that learning listening is the most difficult skill for students studying English which requires an appropriate use of teaching approaches, skills and strategies.

RESEARCH QUESTIONS

Based on the literature review, previous studies and the research problem, this research endeavors to answer the following questions:

1. …

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