Israeli, Jordanian, and Czech Teachers’ Perceptions of Using ...

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This article aimed to identify the perceptions of Israeli, Jordanian, and Czech teachers about using blended learning during COVID-19. A quantitative method was adopted in which a questionnaire was used to collect data from 509 teachers—160 from Israel, 169 from Jordan, and 180 from the Czech Republic. The questionnaire contained thirty items divided into three dimensions: teaching, learning, and educational environment. The results of this study showed a high degree of blended learning use among Israeli teachers, a moderate one among Jordanians, and a low degree of usage among Czech teachers. It also showed statistically significant differences attributed to gender and the type of school among Israeli teachers. Despite these results, all the teachers realized the potential of blended learning to improve educational outcomes. We recommend that to maximize the benefits of blended learning, challenges such as infrastructural restrictions, teacher training, and equal access to technology must be addressed. The authors concluded that the implementation of blended learning depends on two factors: the readiness of the teachers to implement it and the willingness of the system to meet their needs.