| Titre : | The Blended Learning in Higher Education: A Pathway to Educational Reinvention in Digital Post-Pandemic Era Algerian Universities as a case of study |
| Auteurs : | KHELIFI Hanane, Auteur ; /, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | Dr. Moulay Tahar University, Saida Faculty of Letters, Languages and Arts Department of English Language and Literature, 2023-2024 |
| Format : | 86p / CD |
| Langues: | Anglais |
| Catégories : | |
| Mots-clés: | Keywords: Blended Learning, Blended Learning models, digital revolution, learner‘s affect, learner autonomy, MOODL activities, post-pandemic age |
| Résumé : | It has been four years milestone since the adoption of Blended Learning (BL) in Algerian higher education as a result of the COVID-19 health crisis and rigorous attention paid to the digital revolution, in which the language education landscape has undergone a paradigm shift. As the digital revolution continues to reshape educational paradigms, BL stands out as a pivotal approach that combines online learning with traditional face-to-face instruction. This research endeavors to shed light practicality and sustainability of BL in Algerian universities in the post-pandemic era, how it has evolved to meet the challenges, and empowering learners to take greater control of their learning journey while also considering their emotional and motivational aspects. To accomplish the research aim, an exploratory design combining both quantitative and qualitative data was applied. The sample for our study is represented by 15 EFL teachers and 60 master 2 EFL learners from English department of 10 Algerian universities mainly Saida, Biskra, Blida, Laghouat, Sidi Bel Abbas, Ain Timouchent, Ouargla, Setif, Mascara and Ghardaia universities. A triangulation of instruments was employed where a semi-structured questionnaire was administered to students, structured interview (with teachers, supplemented by participant observation to examine BL practices and its effectiveness in post-pandemic era. Findings reveal teachers‘ and learners‘ negative attitudes towards BL implementation in the post-pandemic era. There is a misapply of BL models and underutilization of MOODLE activities by teachers. EFL teachers and learners report dissatisfaction with BL implementation due to its limited perceived effectiveness. Teaching and learning experiences were often seen as disjointed and ineffective. There is a discrepancy between BL models and the design of MOODLE activities in meeting the demands of learners. BL limited adoption, absenteeism of interactive activities and underutilization of MOODLE platform yield to negative influence on learners‘ autonomy and affect. To wrap up, despite the long way that BL has come since its first adoption in Algerian higher education during COVID 19 pandemic, it is still in its infancy stage. As a result, the study comes to important practical recommendations to policy makers and teachers as they should redefine BL implementation within appropriate pedagogical frameworks, invest in infrastructure, set and ensure manageable and realistic workloads and provide continuous professional development for teachers. Educators should embrace diverse BL models, utilize all MOODLE activities, and prioritize meeting affective needs of their students and encouraging student autonomy through embracing diverse BL models and MOODLE activities. |
| Note de contenu : |
Table of Content
Declaration of Originality II Dedication III Acknowledgement IV Abstract V Table of Content VI List of Tables X List of Figures XI List of Abbreviations and Acronyms XII List of Appendices XIII General Introduction 01 Chapter One: Literature Review Introduction 05 1.1. Definitions of Blended Learning 05 1.2. Components of Blended Learning 76 1.3. Characteristics of Blended Learning 08 1.4. Models of Blended Learning 78 1.4.1. Valiathan Classification 78 1.4.2. Staker and Horn Classification 09 1.4.2.1. Rotation Model 10 1.4.2.2. Station Rotation Model 07 1.4.2.3. Lab Rotation Model 07 1.4.2.4. Flipped Classroom Model 10 1.4.2.5. Individual Rotation Model 10 1.4.2.6. Flex Model 00 1.4.2.7. A la Carte Model 00 1.4.2.8. Enriched Virtual Model 00 1.5. Advantages of Blended Learning 11 1.6. Disadvantages of Blended Learning 01 1.7. Blended Learning in Algerian Higher Education 12 VII 1.7.1. Factors Affecting Blended Learning Implementation in Algerian 13 Higher Education 1.7.1.1. COVID-19 02 1.7.1.2. Digital Age 13 1.7.2. Efforts Made by Algerian Government in Post-pandemic Era 14 1.7.3. Educational Tools to Support Blended Learning Implementation in 04 Algeria 1.7.3.1. Social Network Services (SNSs) 04 1.7.3.1.1. Facebook 05 1.7.3.1.2. Facebook Messenger 06 1.7.3.1.3. YouTube 06 1.7.3.2. Email 07 1.7.3.3. Teleconferencing Tools 08 1.7.3.3.1. Zoom 08 1.7.3.3.2. Google Meet 17 1.7.3.3.3. Google Classroom 17 1.7.3.3.4. Jitsy Meet 10 1.7.3.4. Learning Management System 10 1.7.4. MOODLE as the Official Educational Platform in Algerian Universities 10 1.7.4.1. MOODLE Activities of Assignment 12 1.7.4.1.1. Assignment 12 1.7.4.1.2. File 12 1.7.4.1.3. Folder 12 1.7.4.2. MOODLE Activities of Assessment and Survey 13 1.7.4.2.1. Multiple Choices 13 1.7.4.2.2. Quiz 13 1.7.4.2.3. Workshop 13 1.7.4.2.4. Survey 13 1.7.4.2.5. SCORM 14 1.7.4.2.6. Feedback 14 1.7.4.3. MOODLE Activities of Communication and Collaboration 14 1.7.4.3.1. Chat 14 1.7.4.3.2. Forum 14 1.7.4.3.3. Glossary 15 1.7.4.3.4. Wiki 15 VIII 1.7.4.3.5. BigBlue Button 15 1.7.4.4. MOODLE Activities of Delivery of Content 16 1.7.4.4.1. Lesson 16 1.7.4.4.2. Database 16 1.7.4.4.3. H5P 17 1.7.4.4.4. LTI External Tool 17 1.7.5. Benefits of MOODLE Activities and Resources 17 2.1. Definitions of Learner Autonomy 18 2.2. Measurement and Levels of Learner Autonomy 20 2.3. Blended Learning Redefining Roles in Autonomous Classroom and Beyond 21 2.3.1. Learner‘s Role in autonomous Classroom 21 2.3.2. Teacher‘s Role in autonomous Classroom 22 3.1. Affect in Learning 24 3.1.1. Language Attitudes 25 3.1.2. Self Confidence and Self-esteem 25 3.1.3. Motivation 26 3.1.4. Anxiety 26 3.1.5. Extroversion and Introversion 27 3.2. Blended Learning Cultivating Learner‘s Affect 27 Conclusion 28 Chapter Two: Research Methodology Introduction 30 1. Research Design 30 2. Research Approach 30 3. Research Setting 30 4. Research Population 31 5. Research Sample 31 6. Data Collection Procedures 31 7. Research Instruments 32 7.1. Student‘s Questionnaire 32 7.1.1. Administration 32 IX 7.1.2. Pilot test 33 7.1.3. Description 33 7.2.Teacher‘s Interview 35 7.2.1. Administration 35 7.2.2. Pilot test 35 7.2.3. Description 35 7.3.Observation 36 7.3.1. Description 36 8. Ethical Considerations 36 Conclusion 37 Chapter Three: Analysis, Interpretation and Discussion of Data Introduction 47 1. Data Analysis Procedures 47 2. Data Analysis 47 2.1. Student‘s Questionnaire 47 2.2. Teacher‘s Interview 67 2.3. Classroom Observation 64 3. Interpretation and Discussion of Results 66 4. Pedagogical Implications and Recommendations 81 4.1. For Policy Makers 81 4.2. For Teachers 82 5. Limitations of the Study 72 6. Suggestion for Further Research 83 Conclusion 83 General conclusion General Conclusion 73 References 76 Appendices 83 071 يهخص Résumé 072 |
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