Humanistic learning elements in a blended learning environment: a study in an EFL teaching context

Abstract

ABSTRACT Blended learning environment, like any other learning environment, may or may not have humanistic learning elements where the focus is on human capabilities like choice, individuality, personal growth, and moral values. Therefore, this study tries to check the availability of humanistic learning elements in the blended learning environment in English as a Foreign Language (EFL) context. A purposive sample that consists of 110 college and school teachers of English is used. The researcher used online questionnaire that is based on Veugelers’ approach (2011b) which deals with humanistic learning in terms of reflective learning, dialogical learning, and democratic learning. This study aims at investigating the humanistic learning elements in blended learning environment in relation to the three elements; reflective, dialogical, and democratic learning, and to empirically test gender, job variation and age as modrators among Iraqi EFL teachers who used blended learning. The findings of the study show that humanistic learning elements are found in the blended learning environment. They further show that there is no significant difference between male and female, college and school teachers, and young and aged teachers.