Assessing the University of Sharjah’s Experience of Blended Learning in Light of Educational Quality Standards from the Faculty Members’ Viewpoints

Abstract

The current study sought to investigate assessing the University of Sharjah’s experience of blended learning in light of educational quality standards from the faculty members’ viewpoints.. To achieve the purpose of the study, an available sample consisted of 55 faculty members at the University of Sharjah was selected. To collect data, the study used a semi-structured interview, after checking its validity and reliability. The data of the study were collected and analyzed using qualitative research procedures. The results of the study showed that blended learning contributed considerably to prepare learning environments consistent with quality standards of learning and teaching. The fndings of the study also revealed that blended learning has positive impacts on the perceptions of faculty members. This fnding emphasizes that blended learning contributes signifcantly to achieving the quality of learning outcomes, and it also positively affects the quality of teaching, learning and assessment methods and strategies. In addition, it provides students with the best learning environments based on the students’ centred learning. Based on the results of the study, a set of proposals, conclusions and implications was introduced for developing blended learning at the University of Sharjah. These recommendations focus on qualifying faculty members professionally and pedagogically to be able to employ blended learning, through building a multi-faceted professional strategy.