The impact of blended learning on learners’ academic performance and emotional well-being
The British University in Dubai (BUiD)
This research seeks to investigate the learners’, teachers’, and school management's perceptions of blended learning. The study has adopted the mixed method approach to explore the effectiveness of blended learning implementations on middle and high school students in a private school in the UAE. The study sampling participants were 60 students who set for a questionnaire and interview. 18 teachers were requested to participate in the survey. There were also interviews with teachers who had a wide range of experience in teaching via blended learning. Teachers’ attitude toward blended was investigated against students’ attitude to compare the findings and achieve the goals of this study. Based on the data analysis, the study has concluded that teachers reported a positive attitude toward blended learning, while students indicated a negative attitude to the blended learning implementation. The study findings indicated that students encountered sophisticated challenges that negatively impacted their academic progress and emotional well-being.
education, blended learning mode, learning languages, academic performance, emotional well-being, United Arab Emirates (UAE)