Towards an Efficient Integrated Distance and Blended Learning Model: How to Minimize the Impact of COVID-19 on Education

Ahmed Al-Hunaiyyan,Rana Alhajri,Andrew Bimba

doi:10.3991/ijim.v15i10.21331

Abstract

<p><span style="font-family: Times New Roman;">As governments and international bodies worldwide sought to prevent the spread of Covid-19, underdeveloped countries have been particularly challenged as they have little or no technological models and frameworks in place and the literature offers little guidance. The current research applied a quantitative approach to researching educational practitioners’ perceptions of e-learning acceptance, using a sample of 4,024 educators and students from a range of Kuwaiti educational institutions. Findings indicate that respondents were slightly supportive of e-learning adoption, with a majority acknowledging its advantages. However, respondents also mention the need for development in the technological competencies required to operate the proposed e-learning programs and a range of challenges that may impact e-learning. Hence, the authors propose a distance and blended learning model (DBLM) to enhance the implementation, utilisation, and evaluation of e-learning within the Kuwaiti educational system. Also, an e-learning teacher capability maturity model (eTCMM) was proposed to foster educators’ competencies and enable their active use of e-learning platforms. </span></p>

Highlights

When natural or human-made catastrophes occur, such as pandemics, floods, earthquakes, wars and political disturbances, their impact is felt across multiple areas, such as economies, health, and education
The third mode consists of blended learning, in which e-learning tools are integrated within a traditional classroom environment but can be accessed remotely, 24/7, via an Learning Management Systems (LMSs) or internet connection
This study proposes an integrated distance and blended learning model (DBLM) that can be used to help in the successful integration of e-learning platforms in Kuwait and other developing countries, focusing on e-learning delivery and instructors’ readiness

Summary

Introduction

When natural or human-made catastrophes occur, such as pandemics, floods, earthquakes, wars and political disturbances, their impact is felt across multiple areas, such as economies, health, and education. By late April, schools had been shut in 186 countries, affecting more than 1.2 billion students [1]. In this context, educators everywhere have been forced to find innovative ways to ensure iJIM ‒ Vol 15, No 10, 2021. Educators everywhere have been forced to find innovative ways to ensure iJIM ‒ Vol 15, No 10, 2021 Their students continue to receive an education. The second mode consists of standalone e-courses, during which students, rather than instructors, set the pace at which they learn. The third mode consists of blended learning, in which e-learning tools are integrated within a traditional classroom environment but can be accessed remotely, 24/7, via an LMS or internet connection

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Conclusion