Have we really benefited from integrating blended learning in higher education programs after COVID-19? Jordan as a case study

Abstract

The study explores the impact of integrating blended learning (asynchronous/synchronous) on the learning of students in higher education programs in Jordan, such as sciences and humanities, from the perspective of the professors. The study also examines whether there is a statistically significant difference (α = 0.05) in the level of using blended learning for student learning concerning the sciences or humanities programs. In addition, the study also explores whether there is a statistically significant difference (α = 0.05) in the level of using blended learning on student learning concerning gender. The study also highlights the main challenges that higher education instructors face when applying blended learning to their programs. Data is collected by using the quantitative method. A questionnaire was answered by 380 instructors that teach in the sciences and humanities programs of higher institutions. Data was analyzed using the Statistical Package for the Social Sciences (SPSS). The instructors were asked to state their challenges during the implementation of blended learning in their courses. The findings show that instructors who teach humanities programs are more satisfied than instructors who teach science programs. The study contributes to the aim of the Ministry of Higher Education and Scientific Research in Jordan to increase the percentage of blended courses for all higher education programs.

Keywords

• Science
• humanities
• blended learning
• higher education
• COVID-19
• Jordan