The Effect of Blended Learning Pattern Variation on Teaching Workload and Motivation Levels from the Perspective of Teachers in Riyadh City in Saudi Arabia

The Effect of Blended Learning Pattern Variation on Teaching Workload and Motivation Levels from the Perspective of Teachers in Riyadh City in Saudi Arabia
Abstract
 
This study aimed to investigate the effect of varying blended learning patterns on both teaching workload and motivation levels among teachers in Riyadh City, Saudi Arabia, from their own perspective. To achieve the study’s objectives, a descriptive correlational approach was adopted by surveying teachers’ perceptions about adopting different blended learning patterns and their impact on their teaching workload and motivation. The study sample consisted of (165) male and female teachers randomly selected from the study population. The findings indicated general satisfaction among the teachers with implementing different blended learning patterns, primarily due to allowing teachers to choose the pattern most suitable for their students’ characteristics, the nature of the instructional content, and available technological resources. The study also found an apparent effect of using multiple blended learning patterns in improving teaching workload, and an apparent effect of hybrid learning patterns in enhancing motivation. The study recommends expanding the adoption of blended learning patterns according to learners’ characteristics, instructional content, and the learning environment. It also calls for further longitudinal studies on the long-term impact of blended learning on teachers’ performance and instructional skills.
Keywords: blended learning, distance education, e-learning, teaching workload, educational motivation