Improving The Blended Learning Processes By Adopting Benchmarking/A case study in A number of Colleges of The University of Mosul
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Abstract
The current research aimed at improving the blended learning processes by relying on the benchmarking method as a case study in a number of colleges at the University of Mosul, and the researchers used the descriptive approach to present the theoretical framework and the case study approach in the field side to reach the desired objectives of the research. The research problem was embodied by a number of questions, which we mention as follows:
- Does the benchmarking method help in determining the starting point for improving the blended learning processes in the College of Business and Economics (the college seeking to improve the blended learning processes)?
- Is it possible to establish a benchmarking method in the College of Business and Economics (the college seeking to improve blended learning processes)?
- Does the benchmarking method help in identifying the gap between the College of Business and Economics and the College of Engineering (the comparative partner)?
In order to answer the above questions, an outline of the study steps was designed, most of which represent the stages of applying the benchmarking method, using three main hypotheses related to providing tentative answers about the possibility of applying the this method and its fields. A sample was: the college of A & E (the college seeking to improve blended learning processes) and the college of engineering (the comparative partner). In order to collect data on digital education reports (percentage of students participating in electronic classes, and the rate of the curriculum that has been accomplished through e-learning) related to both colleges within a two-month period within. The statistics of the Electronic Calculator Center at the University of Mosul, and in order to cover the descriptive criterion data that included orientation towards the student, and the orientation towards the faculty member. A questionnaire designed in the Likert five-point scale was adopted, with (20) paragraphs, as (80) forms were distributed to members the teaching staff in both colleges. The answers were tested statistically using the (T) test, and one of the most prominent results reached by this study was: The comparative partner (College of Engineering) agreed on the college seeking to improve the processes of integrated education (College of Business and Economics) and in all indicators, which indicates the college’s need for improvement.
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References
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