The paper titled "Teachers’ Reflections Upon the Negative Impacts of Blended Learning" primarily focuses on exploring the challenges and negative effects that university teachers have observed in the application of blended learning within higher education contexts, particularly in Saudi Arabia.
The purpose of this study is to investigate the issues and challenges associated with blended learning, specifically from the perspective of teachers who have implemented this approach. The study aims to understand the difficulties encountered by both educators and students, as well as to assess the role of educational institutions in managing and mitigating these challenges. The research also seeks to offer recommendations for improving the blended learning experience.
The methodology used in this study involved a quantitative research design, employing questionnaires to collect data from 50 university teachers from various faculties such as Arts, Language and Translation, Medicine, Science, and Social Science. These participants, with 5 to 35 years of teaching experience, were selected randomly and represented diverse backgrounds, including teachers from Saudi Arabia and other countries. The questionnaire, designed on a five-point Likert scale, gathered teachers’ reflections on the negative impacts of blended learning, and the data were analyzed using SPSS software.
The key findings of the study indicate that while teachers acknowledge the usefulness of blended learning, they also identified several negative impacts. These include technical issues like poor internet connectivity, high maintenance costs, the time-consuming nature of preparation for blended teaching, and students' preference for face-to-face interaction over online communication. Teachers also noted that students often lack motivation in virtual sessions, which can lead to lower participation and engagement. Additionally, the study found that blended learning might result in ineffective communication between students and teachers, thereby hindering the learning process for some students.
In conclusion, the study suggests that blended learning, though beneficial, brings significant challenges that need to be addressed to ensure its effectiveness. The authors recommend that institutions provide better support in terms of digital literacy training, improved internet access, and stricter policies on attendance and participation in online sessions. These steps are essential to overcoming the challenges associated with blended learning and to enhancing the overall educational experience.