Abstract:
This paper aimed at investigating Hebron University students'
perceptions towards blended learning environment. Specifically, the
study aimed to examine their attitude to the blended learning process as
correlated to their gender, number of hours spent online, and anxiety.
Moreover, it examined if there is a relationship between frequency of
participation and attitude. In addition, it examined if there is a correlation
between frequency of participation and performance in a blended
learning course. The study was conducted in the second semester of the
academic year 2009/2010. It included (74) students enrolled in a blended
integrated language skills course offered at the English Department at
Hebron University, Palestine. A questionnaire was designed to measure
the students' perceptions towards blended learning which consisted of
three attitudinal domains: convenience, perceptions, and online activities.
The final grade of the students in the course is used to see if there is
correlation between participation and grade. The findings revealed that
there were no significant relationships between the three attitudinal
domains and gender. However, there were significant relationships
between the three attitudinal domains and anxiety as well as the number
of hours spent online for academic purposes. Moreover, there were significant differences in the students’ positive attitudes due to the
frequency of online participation. The more frequently the students sent
messages, the more positively they viewed the process. Finally, a positive
correlation was found between frequency of participation as reflected by
the number of sent e-mails and the final grade.
