The Effectiveness of an Educational Program Based on Blended Learning in Developing the Orientation Toward Blended Learning Among International Students at the Islamic University

Abstract

The present study aimed to identify the effectiveness of an instructional program based on blended learning in developing attitudes toward blended learning among international students at the Islamic University in Medina. To achieve this aim, the researcher employed both the descriptive method and the quasi-experimental method, which relied on a design involving two groups experimental and control with pre- and post-tests. The study sample consisted of 62 students from the third level of the Teacher Preparation Program, divided into two groups: 31 students in the control group and 31 students in the experimental group. The research tool consisted of a Blended Learning Attitude Scale developed by the researcher.

The results revealed statistically significant differences at the level of (α ≤ 0.05) between the mean scores of the experimental and control groups in the dimensions of the attitude scale awareness of the importance of blended learning, effectiveness of blended learning, and satisfaction with blended learning as well as in the overall attitude score in the post-test, in favor of the experimental group. The findings also indicated that the independent variable (the instructional program based on blended learning) had a substantial effect on the dependent variable (attitude toward blended learning) among international students enrolled in the third level of the Teacher Preparation Program at the Islamic University in Madinah.

These findings highlight the practical and applied effectiveness of the blended learning–based instructional program in improving students’ overall attitudes toward blended learning. The study recommends enhancing the culture of self-directed learning and personal responsibility by guiding students to manage their time and organize their learning within a blended learning environment, which contributes to fostering self-initiative and lifelong learning skills.