Blended learning: the amount of requisite professional competencies in faculty members of Al Ain University from viewpoint of students

Abstract

Purpose

The purpose of the present research is to examine the role and influence of modern method of blended learning in the formation and development of professional competencies on the example of the faculty members of Al Ain University from the viewpoint of its students and determine the relevance of the educational method of blended learning in modern society and science according to world situation.

Design/methodology/approach

The study sample consisted of 980 male and female students in the second semester of 2019–2020. The comparative analysis of the influence of blended learning on the knowledge level and improvement of professional competencies among students of two faculties was taken into account.

Findings

The results of the survey according to chosen criteria showed that the professional competencies required for the faculty members were moderate. According to the results of the survey, most of respondents (75%) are sure that the level of blended learning at their educational institution is high. 35% of respondents think that blended learning helps to develop technological competency as well as self-development (25%), motivation (18%), critical thinking (12%), self-discipline and time management (10%).

Originality/value

The relevance of problematic issue of blended learning is determined by the new conditions of educational process connected with pandemic. The prospects for further research can be based on the results of this study especially the relevance is connected with the study of the experience of using modern method of blended learning in different foreign countries on the basis of surveys and developed programs.

Citation

Yousef Jarrah, H., Alhourani, M.I. and Al-Srehan, H.S. (2022), "Blended learning: the amount of requisite professional competencies in faculty members of Al Ain University from viewpoint of students", Journal of Applied Research in Higher Education, Vol. 14 No. 4, pp. 1433-1448. https://doi.org/10.1108/JARHE-06-2021-0206