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.
