Date of Award
Doctor of Philosophy (PhD)
Adopting technology is one of the priorities in the Saudi education system. The reform of Saudi education leads to the need to focus on BL as a tool for adopting technology into any college classroom. This study focuses specifically on technology usage for teaching among female faculty. In 2018, women’s education in Saudi Arabia has undergone an incredible social transition, and women’s education is different and more advanced than before. This study looks to learn about female faculty members’ views and experiences as they relate to the adoption of BL in their classrooms. It seeks to provide in-depth knowledge essential to adopt BL according to a Diffusion of Innovation (DOI) and Technology Acceptance Model (TAM) theoretical framework. DOI explains adoption in the social setting with all the possible social culture factors. The TAM explains faculty level acceptance, specifically explaining external factors’ effects on faculty members’ beliefs and influencing them toward the BL. Because this study gathers information on female faculty members’ experiences with BL, a qualitative theme analysis was the appropriate research design to use. In particular, I used a qualitative research method to study female faculty members’ perspectives, collecting data via individual interviews. It is included interviews with female faculty members from four public, 4-year institutions in Saudi Arabia. Faculty members’ flexibility and their relationship to the adoption of BL depended on their benefits and challenges. According to this study’s participants, the challenges of the BL approach in Saudi Arabia necessitate urgent strategic plans at all levels. Faculty members’ knowledge and understanding regarding the definitions of BL showed their acceptance. Faculty support should be a priority for these institutions, which should adopt policies to help achieve Vision 2030—a natural, well-organized way to reform higher education. The gender aspect of the teaching culture considerably impacts the female faculty’s use of BL in Saudi Arabia. This study’s results—that the women faculty believe there is a need for evaluation, and official leadership rules for the adoption of BL. To summarize, the results indicated that women adopted BL when circumstances permitted. The obstacles, in their eyes, were a lack of faculty support, poor strategic evaluation plans, and insufficient empowerment at the institutional level.
Alghanmi, Hind Hamed B, "Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia" (2018). Theses and Dissertations. 2132.