Attitudes of teachers and outstanding students towards blended learning in light of the Covid-19 pandemic in Jordan

Authors

  • Samer Ayasrah
  • Ala’aldin Alshorman
  • Abdalrahman Aljarrah
  • Mueen Alnsasraween Amman Arab University

DOI:

https://doi.org/10.47750/pegegog.12.01.26

Keywords:

Keywords: Covid-19, Blended learning, teachers, outstanding Students, Jordan

Abstract

Currently, technology has become the core of development and prosperity processes in various sectors of the world, including the educational sector. The Covid-19 pandemic certainly created many problems in the educational sector, especially when the education system was completely closed, and different countries of the world sought to mitigate the effects of the pandemic on the education sector by relying on distance education (e-learning) and Blended learning. This study focuses on explaining the attitudes of teachers and outstanding students towards Blended learning in light of the Covid-19 pandemic. The study was conducted on a sample of 69 teachers and 201 outstanding students, who were chosen randomly. The results of the study revealed that the attitudes of teachers and outstanding students towards Blended learning in light of the spread of the Corona virus was at an average level. The results of the study also showed that there were no statistically significant differences between teachers' and outstanding students' attitudes towards Blended learning in light of the spread of the Covid-19 pandemic due to gender. According to the grade level, from the outstanding students' point of view, it also revealed the existence of an inverse relationship and a weak degree between the teachers' tendency towards Blended learning based on the teaching experience. 

Keywords: Covid-19, Blended learning, teachers, outstanding Students, Jordan

Introduction

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Published

2022-01-02

How to Cite

Ayasrah, S. ., Alshorman, A. ., Aljarrah, A. . ., & Alnsasraween, M. (2022). Attitudes of teachers and outstanding students towards blended learning in light of the Covid-19 pandemic in Jordan. Pegem Journal of Education and Instruction, 12(1), 249–255. https://doi.org/10.47750/pegegog.12.01.26