Date of Award

Fall 2018

Document Type





Abstract The study was carried to determine the effectiveness of blended-learning among adults in higher education. The focus includes distinction between e-learning and traditional learning, features of blended-learning, contribution of technology in blended-learning, blended-learning and educational achievement and the relationship between blended-learning and student satisfaction. Saudi Arabia has not embraced the concept of blended-learning and adults studying in college are unable to successfully finish their studies since they haven't the flexibility that blended-learning offer while they are working or taking care of their families. Blended-learning environments facilitate and support the education system due to efficient and timely feedback compared to conventional approaches. To investigate the topic, this study employed a survey approach and used both qualitative and quantitative methods. Study participants included a college student in the education department of a comprehensive university in the Northwestern United State. According to the findings, the growth and penetration of technology across society have coincided with the desire to provide education to the student using other approaches rather than the traditional approach. In response to this, educational institutes are experiencing a shift in instructional platforms to enrich teaching and learning for a variety of needs and demands. The demand is mostly from employed individuals and those whose family commitment cannot allow them to attend classes or in the daytime hours. The application of the blended-learning approach, which integrates the advantages of traditional teaching with online learning, has drawn considerable attention from language teaching instructors and researchers. Blended-learning approach in the contemporary society is a powerful and useful online based learning platform, which could enable them to get access to solid learning materials, discuss with their peers online, contact with their professors by e-mail and online discussion and self-assess their learning and monitor their progress. The findings of this research show that compared with the traditional face-to-face learning model, many participants in my study preferred the blended-learning model. I found that blended-learning could better stimulate students’ interest, foster their autonomous learning and collaborative learning, and prompt their confidence. Implications for the future of blendedlearning in Saudi Arabian universities are promising because it allows the married students and those who have jobs to complete their studies.

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