Robin Ogdo

Faculty of Education

Higher Colleges of Technology

I am a full time Educational Methodology and Theory Lecturer at Higher Colleges of Technology (HCT), the largest federal higher education institution in the United Arab Emirates (UAE).  Prior to joining HCT, I have over 11 years consists of the following countries: Philippines, Malaysia, Indonesia and International School in Dubai, UAE. Previous appointments include Administration, Executive Secretary to the Dean of General Education Department, Assistant Professor, and High School Teacher. I hold Master’s Degrees in Teaching Mathematics and Business Administration.

 

SPEAKER SESSIONS

Future Learning

25 February 2020 | 17:00 - 17:30 | The effects of blended learning approach on students’ self-efficacy, attitudes towards the course and academic achievement in the UAE

This study, which has utilized a descriptive research design, sought to investigate the effects of blended learning, an innovative approach to education, on the self-efficacy, attitudes towards the course, and academic achievement of undergraduate students in a federal higher education institution in Sharjah, United Arab Emirates (UAE). Furthermore, the paper determined the areas for development and the challenges that course teachers and students came across during the implementation of the blended learning. Seventeen students and 5 lecturers from the faculty of education were purposively selected for this study. Surveys on students’ self-efficacy and attitudes towards the course; and a 36-item achievement test were given to the students. In addition, a survey on the areas for development and the challenges of blended learning was given to the students and teachers. Paired sample t-test was employed to compare the mean scores of students’ self-efficacy and attitude before and after the implementation of the blended learning, while interpretation of the central tendency and dispersion was conducted to determine the areas for development and the challenges of blending learning. Results revealed that the means scores for students’ self-efficacy and attitudes yielded significantly positive results, with after implementation ˃ before implementation. Students gradually demonstrated positivity and confidence that they could achieve the course’s objectives and learning outcomes. Moreover, above 60% of students achieved the learning outcomes significantly above the course requirements, while the rest satisfactorily met the course requirements. Course content, quality and quantity of learning materials and activities, tools for communication between teachers and learners, and conducive learning spaces are some areas that need improvement to ensure successful implementation of blended learning. Lastly, lack of training, complexity, technological fatigue, perception on the effectiveness of blended learning over traditional teaching, and students’ commitment and participation over non face-to-face environment are some challenges on blended learning.