I think I prefer to see a face. Dr. Jase Moussa-Inaty Assistant Dean, College of Education Zayed University, Abu Dhabi, UAE Sixth Annual GCES Symposium The Gulf Comparative Education Society April 16-17, Middlesex University, Dubai, UAE

Aim This study aims to determine student’s feelings towards a blended learning class.

Introduction When instructors provide lecture type or face-to-face experiences, there is risk of students experiencing cognitive overload especially if presented materials are crowded with information that is redundant (Moussa-Inaty, Ayres, & Sweller, 2012). Blended learning may offer a positive contribution and may reduce the risk of cognitive overload. No research in the UAE has been conducted to examine how students feel about blended classes they are enrolled in.

Rationale Blended learning can help in dealing with possible ineffective uses of learning time through more virtual and interactive lectures and activities (Thorne, 2003). For successful blended learning, students must be effectively engaged (Gradel & Edson, 2011).

Significance This study can help in identifying the developing feelings of students enrolled in blended classes that can in turn be an important finding as far as future enrolment in blended classes is concerned.

Methodology The study utilized a qualitative method by employing text analysis of student’s reflective journals.

Participants The study was conducted at a federal university in the UAE. 72 undergraduate female Emirati students who were enrolled in an education course. This class was an elective (participants were from the mixed majors) offered at the university. The participant’s native language was Arabic, but they all were able to read, write, and speak in English. The participants were familiar with some e-learning tools such as Blackboard, but for all the students this was their first blended learning experience. The mean age for the participants was 20.5 years.

Procedure All students enrolled in the blended learning class received various supporting and guiding tools at the start of classes which were F2F in order to help support their novel learning experience(e.g. course guide) Blackboard was used as the basic platform for the various online and virtual activities (e.g. discussion board, online presentations). The students were encouraged to write reflective journals. Students were reminded that the journal was about them - their feelings, thoughts, views, and reactions towards their blended learning experience.

Data Analysis The data used for this study was drawn from the student’s journal entries on Blackboard. The participant’s reflective journals were analyzed using constant comparative analysis or the grounded theory approach (Glaser & Strauss, 1967; Strauss & Corbin, 1990). Categories for theorizing the data emerged from respondent’s answers - the written reflective journals in the case of the current study. Categories were generated by frequently comparing new statements with previously reviewed statement.

General Results The results demonstrated that after a blended learning experience, a large number of students stated that they preferred a F2F learning experience (43.5%) and this was followed by a group of students who stressed that they enjoyed the blended learning experience (37%) more than a conventional F2F learning experience. A number of students (19.5%) had converted feelings.

Results Three major categories in relation to how students felt towards their blended learning experience emerged. 1. F2F Preference: Referred to individuals who preferred F2F class sessions throughout the blended learning experience. 2. Blended Preference: Referred to individuals who had positive feelings towards the blended learning experience - preferring a mix of both F2F and online sessions. 3. Converted Preference: Referred to individuals who preferred one specific learning approach (e.g. F2F or online) at the beginning of the semester, and then had a different or converted learning approach preference towards the end of the semester.

F2F Preference One student wrote, “I prefer face-to-face because when we attend and discuss in front of the teacher it is much better…that’s because direct contact make you use all your senses and that leads you to remember and learn fast.” Several of the students who preferred a F2F learning experience over the blended learning experience stated that they missed the contact and the teachers personal experiences. For example, this student wrote, “I liked the face to face because our instructor provides us with real life stories.” Another student wrote, “It was an honor that Dr. [professors name] taught us this course and gave us some examples from her own experiences which I really liked.” Others wrote that they preferred the F2F experience because they were able to get instant feedback from the teacher. For example one student wrote, “Body language is most important because the idea could transfer fast… and we can ask and have a direct answer.” Another student mentioned that, “the teacher is not in front of us to ask her directly and the response quickly.”

Blended Preference One student who enjoyed the blended learning experience wrote, “Overall, I truly enjoyed this class; the way that we learnt both in class and online, the way we presented on blackboard and commented on students presentations and the way our professor interacted with us.” Almost all the students who had positive feelings towards the blended learning experience reasoned that it helped them become more independent and responsible. For instance this, this student wrote, “I was amazed that by taking this course, I have learnt and knew that I can make it by myself and study alone without a teacher…I have gained an important skill which is being responsible”. Another student stressed that, “I’m really feeling good and comfortable with the online experience…from the beginning of this course I felt that I’m literally independent and organized.”

Converted Preference At the beginning of the semester one student wrote, “unfortunately am not very happy about this mixed learning course and am concerned about my grades.” Mid semester, she wrote, “I would still rather learn this information from a face-to-face”. Towards the end of the semester, the same student wrote, “I think that I am starting to like the online course thing”. Another student stated, “I used to prefer learning face-to-face but know with the online lessons I became more independent”. One student said, “when we started the online learning I was not satisfied but after a few weeks I loved it…” One student wrote, “I would prefer the online way…saves me time and helps me understand…I think I would like to take it [class] face-to-face…to avoid technical problems.”

Other Findings 75% of the students who had converted preferences, originally preferred F2F and then changed to a blended preference. Content of the course as well as the professor running the class may have impacted students preference for F2F or blended learning. The students indicated that because the topics were appealing and relevant, they were eager to read and learn more. One student wrote, “our topics are appealing and they attract the reader or the student to read more…online experience is better, it forces you to concentrate.”

Difficulties/Challenges Identified Managing Time Technical Issues Novelty of the Learning Experience Added Responsibilities Learning Styles we faced many difficulties as getting the main idea…deciding what to focus on everything is new to me and that make me very anxious it’s fast, easy to apply and reach the teacher, but sometimes the connection is down and you cannot submit your work on time Sample Student Extracts

Conclusion Participants had mixed feelings about their blended learning experience with the majority preferring F2F learning Participants did not mind some online sessions because it was a new experience, encouraged independency and allowed for flexibility.

Would students still have enrolled in the class as an elective had they known it was not going to be a typical university F2F class prior to enrolment? The study is gender unbalanced with only female participants. The study is also restricted to one institution and one blended class and therefore results cannot be generalized. Limitations

Educational Implications 1. Provide more opportunities for students to experience blended learning. 2. Strengthen practical knowledge related to blended learning. 3. Inform students of the benefits of the actual blended learning experience.

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