IJIET 2024 Vol.14(9): 1285-1290
doi: 10.18178/ijiet.2024.14.9.2158
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,*, and
and Nabila El Azzouzi2
1. Laboratoire 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
2. Department of Physics, Higher School of Education and Training, Ibn Tofail University, Kenitra, Morocco
3. Department of English Studies, Faculty of Letters and Humanities, Abdelmalek Essaadi University, Tetouan, Morocco
4. Department of Computer Science, Higher School of Education and Training, Ibn Tofail University, Kenitra, Morocco
Email: younes_ieee@hotmail.com (Y.H.); youssef.menchafou@uit.ac.ma (Y.M.); morad.aaboud@uit.ac.ma (M.A.); nadir.elmorabit@etu.uae.ac.ma (N.E.M.); mohamed.chekour@uit.ac.ma (M.C.); nabila.elazzouzi@uit.ac.ma (N.E.A.)
*Corresponding author
2. Department of Physics, Higher School of Education and Training, Ibn Tofail University, Kenitra, Morocco
3. Department of English Studies, Faculty of Letters and Humanities, Abdelmalek Essaadi University, Tetouan, Morocco
4. Department of Computer Science, Higher School of Education and Training, Ibn Tofail University, Kenitra, Morocco
Email: younes_ieee@hotmail.com (Y.H.); youssef.menchafou@uit.ac.ma (Y.M.); morad.aaboud@uit.ac.ma (M.A.); nadir.elmorabit@etu.uae.ac.ma (N.E.M.); mohamed.chekour@uit.ac.ma (M.C.); nabila.elazzouzi@uit.ac.ma (N.E.A.)
*Corresponding author
Manuscript received February 15, 2024; revised March 11, 2024; accepted June 24, 2024; published September 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
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).
Keywords—blended learning, digital skills, higher education, students perception, undergraduate students
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.
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).