Abstract
Since the transmission of knowledge has started, it solely relied on traditional teaching methods but ever since technology-mediated instructions have emerged, they potentially brought a revolution in how we teach, when we teach, from where we teach and what gadgets, modes and apps can better cater learners’ interest and motivation. In this context, hybrid learning is a novel approach in academic settings that embraces advantage of the retention of face-to-face component of traditional classes and e-learning environment. The present study aims at investigating Taif University’s male and female English as Foreign Language (EFL) learners’ satisfaction towards the onsite and online learning environments. An opinionnaire with 20 items was developed with closed ended questions by employing Likert’s five-point scale to collect the data from 200 male and female EFL participants of Taif University, represents quantitative dimensions of the study. The research tool is designed to measure learners’ satisfaction that is further categorized into five subscales. These include: (a) learners’ satisfaction with the instructor and their real-time feedback; (b) perceived ease of use of technology and internet; (c) effective course content and interactive and collaborative activities; (d) finally engaging nature of hybrid learning and its impacts on learners’ interest and motivation. The study finds no significant differences in male and female participants’ perceptions regarding effective delivery of hybrid instructions except meek variations in male and female learners’ preferences in perceived ease of use of technology. The statistics reveal that male participants and their female counterparts slightly differ in their satisfaction level towards the technical problems faced by them in recording their scores, flexibility in terms of time and space, and in smooth completion of online activities. Finally, the study provides few recommendations to fix certain issues and improve the quality of hybrid learning environment.
Highlights
It has always been one of the main objectives of the Saudi Ministry of Higher Education to provide quality of education by hiring highly qualified academic staff and utilizing multiple learning environments to supplement traditional learning environment to meet the standards of 21st Century
The survey was comparative in nature in which responses of the participants were quantitatively analyzed to determine statistically significant differences in the satisfaction level of male and female English as Foreign Language (EFL) learners about the effectiveness of hybrid learning
High mean has been reported for item 4, which mentions that Cambridge Learning Management System (CLMS) allows learners to work in their own comfort zone in terms of time and space with mean value of and by male and female cohort
Summary
It has always been one of the main objectives of the Saudi Ministry of Higher Education to provide quality of education by hiring highly qualified academic staff and utilizing multiple learning environments to supplement traditional learning environment to meet the standards of 21st Century. Most of the Saudi Universities are using Computer Assisted Language Learning (CALL) as a preferred mode of instruction to meet several ends; at one-point trigger learners’ mastery of the course content and at another point address varied learning styles of the learners, etc. The premise of hybrid instruction enhances opportunities of interaction, as for instance, social interaction in physical classrooms cum flexibility of synchronous and asynchronous chat and discussions in online environment. It heightens learners’ insight and understanding of the course content from diverse dimensions. Traditional classrooms are still perceived as a token of high-quality learning since teacher is considered as an expert in ijel.ccsenet.org
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