doi: 10.18178/ijiet.2024.14.9.2158
Blended Learning in the Digital Skills Module: Insights from Students’ Perceptions
Youness Hamzaoui1
,
Youssef Menchafou2 ,
Morad Aaboud2 ,
Nadir El Morabit3 ,
Mohammed Chekour4,* ,
Nabila El Azzouzi2
- 1Laboratoire de Recherche en Enseignement, Apprentissage, Mathématiques et Informatique (LaREAMI), Centre Régional des Métiers de l'Éducation et de la Formation (CRMEF), Rabat-Sale-Kenitra Region, Morocco
- 2Department of Physics, Higher School of Education and Training, Ibn Tofail University, Kenitra, Morocco
- 3Department of English Studies, Faculty of Letters and Humanities, Abdelmalek Essaadi University, Tetouan, Morocco
- 4Department of Computer Science, Higher School of Education and Training, Ibn Tofail University, Kenitra, Morocco
- Manuscript receivedFebruary 15, 2024
- revisedMarch 11, 2024
- acceptedJune 24, 2024
- publishedSeptember 19, 2024
Abstract
Blended learning is emerging as a significant pedagogical innovation in higher education, integrating traditional and distance learning methods. There is limited research focusing on students’ perception of blended learning mode in the context of Moroccan universities. Therefore, this article aims to investigate the perceptions of undergraduate students majoring in physics at Ibn Tofail University regarding the digital skills module that integrates blended learning mode. To achieve this objective, we randomly selected a sample of 265 students from the target population to conduct a quantitative research using a questionnaire consisting of ten questions employing a 5-point Likert scale. The median scores of all questions ranged between 3.36 and 3.95. The obtained scores suggest that the surveyed students hold a positive perception of blended learning-based digital skills module instruction. Furthermore, the results of this article show that students’ perception of the pedagogical resources and the pedagogical activities offered in the context of the digital skills module positively correlate with their overall satisfaction with the learning experience. The study’s originality stems from its role in bridging the literature gap by providing new insights into students’ perceptions of blended learning in the context of higher education in Morocco.
Keywords
- blended learning
- digital skills
- higher education
- students perception
- undergraduate students
How to Cite
Youness Hamzaoui, Youssef Menchafou, Morad Aaboud, Nadir El Morabit, Mohammed Chekour, and Nabila El Azzouzi, "Blended Learning in the Digital Skills Module: Insights from Students’ Perceptions," International Journal of Information and Education Technology, vol. 14, no. 9, pp. 1285-1290, 2024. https://doi.org/10.18178/ijiet.2024.14.9.2158
Copyright & License
Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).