Inculcating Authentic Pedagogy and Blended Learning at King Khalid University: A Digital Transformation Perspective

Abstract

This paper describes how to inculcate authentic pedagogy and blended learning at KKU in terms of digital transformation. The study is aimed at integrating classroom face-to-face learning experiences with online learning experiences and creating active learning entailing authenticity, which entails educational practice with respect to external reality. Besides, the construction of digital transformation, including technology, services, and security, bridges the digital gap to create collaborative, interactive, and personalized learning experiences. The study is based on quantitative and qualitative data collection instruments, including a pre-and post-test. The population of the study consists of students studying English language as an intensive course at KKU. The study sample is composed of two groups: the experimental group and the control group. The result of this study indicates that Authentic pedagogy and blended learning models improve students' English proficiency and maximize collaborative learning. Furthermore, it provides a more flexible learning environment, enjoyment, and student-centered, and the role of the teacher is a guide and facilitator.