The he current study aimed at identifying the training needs of faculty members in terms of designing and using blended learning tools in tertiary education. As well, the study aimed at investigating the instructional and technological self-efficacy beliefs of faculty members regarding designing and using blended learning tools in view of their majors and years of experience to triangulate any potential correlation between their instructional and technological self-efficacy, on the one hand, and their training needs, on the other hand. The study employed the descriptive research design. Three research tools were designed for use in data collection, including a Training Needs Questionnaire, a Self-Efficacy Scale, and an attitudes scale. Participants included faculty members in the five colleges of the Gulf University, Kingdom of Bahrain (N=68). Results of the study showed that faculty members in all five colleges of the Gulf University needed training in different aspects of designing and using blended learning tools; including, ethical issues in blended learning, teaching/learning strategies for effective blended learning environments, educational implications of blended learning, students’ educational needs, and technological issues in blended learning settings; respectively. Similarly, results of the study indicated that faculty members’ self-efficacy levels did not meet the threshold level adopted in the current study (85%) save the technological self-efficacy of faculty members in the College of Engineering and Computer Sciences. Results also exhibited statistically significant differences (P≤ .05) in the technological self-efficacy of faculty members in the College of Engineering and Computer Sciences when compared with their peers in the other four colleges, favoring those in the College of Engineering and Computer Sciences. Statistically significant differences were as well found amongst faculty members favoring those with ten years of experience or more. Regarding the instructional self-efficacy for designing and using blended learning tools, no statistically significant differences (P≤ .05) existed amongst faculty members in different colleges. Yet, statistically significant differences were found among faculty members due to years of experience, favoring those with ten years of experience or more. Besides, results of the study showed a positive correlation, though statistically nonsignificant, between participants’ attitudes towards blended learning and their self-efficacy beliefs, both componential and compositely.
Mostafa El Sayed, Y. (2019). Faculty Members’ Attitudes Toward Blended Learning in Relation to Their Technological and Instructional Self-Efficacy , and Training Needs. المجلة التربوية لکلية التربية بسوهاج, 63(63), 264-368. doi: 10.21608/edusohag.2019.55365
MLA
Yousry Mostafa El Sayed. "Faculty Members’ Attitudes Toward Blended Learning in Relation to Their Technological and Instructional Self-Efficacy , and Training Needs". المجلة التربوية لکلية التربية بسوهاج, 63, 63, 2019, 264-368. doi: 10.21608/edusohag.2019.55365
HARVARD
Mostafa El Sayed, Y. (2019). 'Faculty Members’ Attitudes Toward Blended Learning in Relation to Their Technological and Instructional Self-Efficacy , and Training Needs', المجلة التربوية لکلية التربية بسوهاج, 63(63), pp. 264-368. doi: 10.21608/edusohag.2019.55365
VANCOUVER
Mostafa El Sayed, Y. Faculty Members’ Attitudes Toward Blended Learning in Relation to Their Technological and Instructional Self-Efficacy , and Training Needs. المجلة التربوية لکلية التربية بسوهاج, 2019; 63(63): 264-368. doi: 10.21608/edusohag.2019.55365
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