International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

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 Volume 9, Issue 8 (August 2022), Pages: 9-20

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 Original Research Paper

 Online learning vs blended learning in developing students' self-regulation at Umm Al-Qura University

 Author(s): Ahmed D. Alharthi 1, *, Waleed T. Elsigini 2, 3

 Affiliation(s):

 1Deanship of Common First Year, Umm Al-Qura University, Mecca, Saudi Arabia
 2Deanship of E-Learning and Distance Education, Umm Al-Qura University, Mecca, Saudi Arabia
 3Faculty of Education, Mansoura University, El-Mansoura, Egypt

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 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-4024-8284

 Digital Object Identifier: 

 https://doi.org/10.21833/ijaas.2022.08.002

 Abstract:

The purpose of this research is to examine the impact of online learning and blended learning on developing students' self-regulation at Umm Al-Qura University, using gender and specialization variables. The research sample consisted of 376 students at Umm Al-Qura University in the academic year 2021–2022. According to the instructional type, the research sample was divided into the following main branches: Blended learning: 233 students dealt with blended courses, and online learning: 143 students dealt with online courses. A self-regulation questionnaire was developed to collect the required data from the study sample. The validity and reliability of the questionnaire were ensured. The findings of the study revealed that blended learning is more effective in developing students' self-regulation than online learning. Blended learning is more effective in developing male students' self-regulation compared to online learning. The effectiveness of blended and online learning on female students' self-regulation is equal. Blended learning is more effective in developing practical major students' self-regulation compared with online learning. It was observed that the effect of blended and online learning on theoretical major students' self-regulation is equal. The study findings enrich the understanding of the effect of both blended learning and online learning in developing learning outcomes. In addition, these findings may help decision-makers and stakeholders at higher education institutions to provide all available means for embedding blended courses in instructional systems.

 © 2022 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords: E-learning, Online learning, Blended learning, Self-regulation, Gender differences, Academic specialization, Higher education

 Article History: Received 26 February 2022, Received in revised form 6 May 2022, Accepted 6 May 2022

 Acknowledgment 

No Acknowledgment.

 Compliance with ethical standards

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Alharthi AD and Elsigini WT (2022). Online learning vs blended learning in developing students' self-regulation at Umm Al-Qura University. International Journal of Advanced and Applied Sciences, 9(8): 9-20

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 Tables

 Table 1 Table 2 Table 3 Table 4 Table 5 Table 6 Table 7 Table 8 Table 9 

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