Chapter One:

Literature Review:

Introduction:

   In this chapter, we attempt to cover all the basic information needed to understand
the topic of blended learning post covid-19. It includes various definitions of blended
learning, as well the elements, models, advantages, disadvantages, challenges facing blended
learning and learners attitudes towards blended learning.
Definition of blended learning:

Before digging deep into the topic of blended learning it is necessary to define the
term of blended learning first. According to oxford dictionary to blend means to mix two or
more substances together .For instance, if we blend with flour the result would be a smooth
paste, to blend is to form a uniform mixture

Blended learning, hybrid learning, integrated learning multi-method learning all

refer to the same concept and way of learning takes place by using to different styles of
interactions .It describes a variety of teaching practices which integrate both face to face and
online delivery methods.

Graham (2006) describes blended learning as a combination of direct and indirect

learning settings in which students and teachers gather in the same area, usually a classroom,
to study using communication technologies since they can communicate across long
distances.

On the other hand ,Thorne (2003) states that blended learning is an educational
model which can integrate e-learning with all of its improvements and enhancements of new
technological developments with traditional learning to support interaction in the classroom .

Driscoll (2002) identifies four different ways in which blended learning can take
place ;firstly , a combination of modes of web –based technology : secondly , the combination
of various pedagogical approaches ; thirdly , the combination of any instructional technology
with face to face instruction ; and fourthly , the mixture of instructional technology with
actual job tasks .
 Bonc and Graham (2006) disagree with Driscoll as they argue that the first and
second definitions above suffer from the problem of being too broad, because they apparently
include all systems and equipment of virtual learning .

In their book Fundamentals of blended learning (Saliba et al.,2013) stated that

blended learning is (a strategic and systematic approach to combining times and modes of
learning .Integrating the best aspects of the face –to- face and online interactions for each
discipline ,using appropriate ICT. Thus, blended learning is to be applied according to the
needs and preferences of learners .The aim of blending is to benefit the learner not for the
sake of modernizing or updating the tools only. That what was defended by Singh in his
Badrul Khan blended e-learning framework or widely known as Khan’s Octagonal
Framework , organizations must use a blend of learning approaches in their strategies to get
the right content in the right format to the right people at the right time(2003).

Beaver et al .defined blended learning as “an umbrella term”. It does not represent a
monolithic wholesale approach to instruction. It is a term for a number of different models of
learning that combine—or “blend” –either traditional or technology –enriched classrooms
with online instruction. (2014)

The term blended learning is also defined by Morgan (2002) as a strategy that is
combines the best aspects of online learning and face to face learning.

The Evolution of blended learning:

    Information and communication technology advancement have altered how

individuals connect to each other in both society and business. It has revolutionized how
stakeholders such as students and academics acquire access to information in higher education
.Academics no longer need to teach with a stack of books or print dozens of handouts, and
research students no longer need to go to the library to renew books or find a journal article.
Instead educational ICT such as the virtual learning environment, online journal articles, and a
variety of others are widely used. Technological innovations impact on learning and teaching
experience in higher educational institutions, modern higher education is seeing changes in
daily practices as a result of the internet’s free communications and information availability.
Buzzwords like e learning, blended learning have become commonplace in the educational
world. In particular one of the most buzzwords is “blended learning” due to its controversial
nature of emphasizing face-to-face education mediated by technology that fits into the
common culture of higher education . Blended learning is one of the most debated buzzwords,
According to Thorne (2003) “blended learning could become one of the most significant
developments of the 21st century” (p.18).The idea of blended learning goes back to the late of
the 1990, the precise origin of the term blended learning is uncertain. However, its first use in
1999 is the last step in a long history of technology-based training. Blended learning has been
understood as a combination of face to face and technology mediate instructional forms and
practices which mean that with the spread of technology in the late 1990 the concept blended
learning has been taken into consideration. Although hybrid learning has changed over time,
from 2006 and later considered to be understood as a mixture of physical co-presence of both
teachers and learners with internet and digital media. Besides, many researchers try to make
each advance in technology very useful and helpful in the learning process. 

Models of Blended Learning:

   This part summarizes the range of suggested models of blended learning which may
help to understand the many ways in which online learning blends with and supports
traditional learning strategies.

     Stacker and Horn (2014) divided the blended learning into four models:

  ROTATION MODEL:

  Learners are going to rotate between learning path “modalities” either on a fixed
schedule or according to the instructor .It includes other four sub-models:

   STATION ROTATION:

   Using this model means that students are going to rotate between many stations, one
of these stations must include an online learning.

   LAB ROTATION:

 It is similar to the previous model but students are going to rotate to a learning lab that
is created for this purpose. It should be on the premises of the school.

 FLIPPED CLASSROOM:

  In this model there must be a fixed schedule around which students are going to
rotate between the online outside the class instruction and the would-be-delivered lesson they
are going to study after that. It is worthy to mention that the online phase must come first to
pave the way for the lesson to be presented in class .It flips face –to-face instruction by using
online coursing : students participate online lectures ,attend teleconferences ,and engage in
collaborative discussion and e-learning , whereas off line meeting embraces essentially
homework and other matters (Abeysekera et al.,2015).

INDIVIDUAL ROTATION:

    While adopting this model, each student has an individualized playlist that has been
set either by the instructors or an ad hoc algorithm once they are set to be fixed .Learners
don’t have to go through all the rotations, only the ones they need.

FLEXIBLE MODEL:

   The second model of blended learning according to Stacker and Horn is the
FLEXIBLE MODEL it is a program in which students rotate between learning in group
classroom setting to completing lab course work. Other learning environments involved in
this model are online learning and individualized training.

THE SELF BLENDED MODEL

    In this model learners choose different courses to take independently, however do
so in a setting where a supervising teacher and other students are co-present .The last model is
The Enriched Virtual Model an online course is required then students are free to choose a
face –to –face session to complete the intended course objectives . The same instructor is in
both the remote online sessions and the onsite face to face session .one might say that they are
the same as flipped classrooms but in fact the enriched –virtual model requires a weekly face
to face meeting. It is a whole school experience, which means that it is a comprehensive
approach to schooling.

     Wilson J.W.et al.(2013) categorized the blended learning into 6 six models in term
of their delivery:

The flex model:

   Which involves full online learning under the supervision and help of a teacher, it is
introduced for those students who have behavioral, academic, and social challenges. It
provides them with a safer learning environment.
 The face to face model:

  Which allows teachers to use technology in the classroom in particular situations, it is

suggested to help those students who have capabilities more than their peers to allow them
advance ahead and achieve better learning or to help students who face problems with
keeping up with the class pace mainly in language learning classes.

Online lab model:

  Involved students to go to an online lab in order to take some courses , not because of
the challenges that have been already mentioned with the flex model ,but because of the
limitations the school has such as not offering that course.

The rotation model:

   Requires student to rotate their learning setting from traditional classroom to a lab
according to pre-scheduled sessions, it give student the chance to learn through online
resources and figure out how things work

The self-blend model:

  Which involves self- selected subjects to learn, meets the demands of high school
students who look for extra courses to help them in university admission or getting a job .

The online model:

   Where students of limited time can meet their teachers online and selectively come
to have face-to-face classes or attend meetings. This model offers a high level of flexibility.

     According to Valiathan (2002) the blended learning divided into three models in
term of their drive:

 Skill-driven learning model:

   It integrates self-directed learning with teacher’s support to improve his knowledge

and skills in a certain topic.

The competency –driven learning model:

   Which blends action support tools with knowledge resources to develop classroom
competences .
   The attitude-driven learning model:

   Which blends various activities and delivery media to develop certain behaviors .

Levels of Blended Learning:

       The application of blended learning can be occur through different levels:

      Graham (2004) pointed out that “blended learning can occur at different levels,
such as the student’s activity level, course level, program level, and institutional level.”(p.10-
12). Teachers can support the students' needs at different levels of their university level.
Blended learning events at the activity level imply completing some proportion of an activity
in a face –to face environment and the rest of it in an online setting  ,this can help students in
solving and understanding the tasks and make activities more authentic .Blending at the
course- level including a combination of both face to face and online activities within the
same course Graham refers to the fact that combining both forms changes across different
approaches whether they are overlapped in time or sequenced chronologically .Blending at the
program level generally takes place in higher education (he)institutions when online courses
and face to face courses are mixed together ,this mixture can be either prescribed by the
program or left for student’s preferences to choose which ones to study online and which they
prefer to keep face-to face .On the other hand the institutional –level blending refer to the
deliberate commitment of the educational institution to create models  that blend face- to- face
and online instruction.

     However, Al Fiky distinguishes four different levels of blend according to its
nature, quality and degree of blend :(p.23-23). The first one is the component level refer to the
combination of different information transfer media and the learning content ,which is based
on several separated components that vary according to the learners nature and available
traditional or electronic learning resources .The second one is the integrated level refers to the
integration among different elements of the electronic learning based on internet ,each
component related to the other one ,this integrated components asses the learners ability to
perform the learning tasks .The third level according to Al Fiky is the collaboration level
which is based on blending the teacher (guider )and the learners as cooperative learning
groups in the EFL classroom. The last level is the expensive level that refers to the blend of
traditional classroom learning and offline electronic learning resources (email, electronic
documents and books).
 Elements of blended Learning:

    The following aspects are recommended by Beaver, Haller, and Westmass

(2014.p13) to comprehend Blended learning. The following components should be included
in a blended education class.

Teacher of Record:

  Lessons can be taught by current instructors or over the internet; it is not a teacher-
centered technique; rather, it is focused on the learners' goals and objectives. If the
assignments do not necessitate the presence of the teacher, he will not be present physically,
and the sessions will be observed electronically. However, if the presence of the instructor is
beneficial, he will be present.

  Time:

       Cleveland-Iness and Wilton, in a high-quality blended learning experience,

stressed that students are free to study whenever it is convenient for them and corresponds to
their vocations; neither the professors nor the school establish a fixed period. Both in person
and online learning, the information and activities are interwoven and work toward the same
learning objectives using the same content. (Page 2 of the 2018 edition) Also, depending on
the course design, time will be divided differently during the week for Stein and Graham.
(2014. P19) .

  Place:

      Students in blended learning class might study in the classroom or virtually.

Because some students may be unable to attend during the delivery of some lessons, their
presence is not linked to a classroom. Blended learning is flexible enough to bring people
from many countries together in a virtual classroom. Students are not required to be
physically present during the technology-mediated components of these learning events
(Cleveland-Iness and Wilton, 2018.p2) 

   Pace:

The degree to which a student comprehends a concept varies from one person to
another. As a result, students are given the option of studying at their own pace. It's worth
nothing, as stated by Stein and Graham (2014 p4), that learning time does not always correlate
to learning.

Blended learning and e-learning

The system of online learning has been largely used in higher education. In distance
learning, the process of teaching and learning takes place online where educational content is
accessed anywhere and anytime (Caroline, 2020), either by using a variety of software
namely, zoom, skype, team viewer, or web based platforms, such as, google meet, google
classroom. However, since e-learning environments present some disadvantages such as
inhibiting the socialization process of individuals resulting in lack of face-to-face
communication; a new environment has surfaced. This new environment combines the e-
learning and the classical learning environments. It has been termed as blended learning,
hybrid or mixed learning. The foremost goal of blended instruction was to overwhelm
drawbacks of pure online instruction. Since either pure e-learning or traditional learning hold
some weaknesses and strengths, it is better to mix the strengths of both learning environments
to develop a new method of delivery called blended learning.

Another advantage of blended learning environments is its potential to offer many

sources for learners. Azizan (2010) concluded that utilization of technology in physical
classrooms offer extra resources for the students and this is expected to enhance learners’
confidence and competence as well as improve the quality of learning. Chen and Jones (2007)
outlined other advantages of blended learning such as deep understanding of topics by using
web-based resources as well as active participation of students in class. Furthermore, online
learning engagement provides an interactive setting for communication among teachers and
students in the classroom and may facilitate cooperative activities even beyond the classrooms
(Yuen, 2010).

 Blended learning provides pedagogical productivity, knowledge access, collective

collaborations, personal development, cost efficiency, simplifies corrections and further
resolves problems related to attendance. Alowedi, N. A. (2020) revealed that students were
confident in using the technology, were pleased with their teacher’s performance and
preferred taking virtual classes. The previous study  listed the reasons  EFL students found it
motivating to attend virtual classes; i.e., the teachers’ interaction, ability to record lectures and
watch them when needed, ability to monitor the current situation, and that the discussion
board and online chat functions provided them with opportunities to learn and practice the
English language  .Moreover, The study found that students in the blended learning group
scored higher than the students in the control group in the final test, and that blended learning
enhanced the students’ listening and speaking skills. They found that EFL students were
motivated by the teacher’s recommendations regarding suitable websites to consult to learn
English, demonstrating the teacher’s role in providing assistance to improve listening and
speaking skills, and outlining how teachers use online activities which support self-paced
student progress and provide appropriate feedback in virtual classes. (Al-Qahtani, M. H.
2019).

In conclusion, the blended learning environment motivates students to participate in

online classes more eagerly as they have the opportunity to meet and discuss virtually with
their classmates.

Blended learning and face-to-face learning

Face-to-face interaction includes facial expressions, body language, tone of voice, and
eye contact. Based on Lewis (2006, as cited in Turabian ET .al. 2013) facial expressions,
body language, and tone of voice are innate. In this regard, the brain needs and expects these
more significant channels of information. If these are not available, the brain suffers to
communicate and there is a high possibility that a misinterpretation might take place. Lewis
(2006) also claimed that if we think we can know someone and embrace this experience
through text, we are deceiving ourselves. Visual information and subtle emotions such as
wrinkles and smiles are crucial to communicate anything remotely and these do not exist in
online learning. He added that there are many factors that affect human communication that
cannot be explained through electronic communication and are more influential than we
realize.

In conclusion, blended learning offers pedagogical benefits in terms of improving

traditional face to face learning by incorporating it with e-learning. In other words, blended
learning enables learners to combine traditional face to face education to online learning.

The Advantages of Blended Learning

This study tries to explore the benefits and advantages of blended learning that
university students encountered when blended learning was implemented during the COVID-
19 pandemic, from the students’ perspective. Understanding the benefits could assist policy
makers and instructors in making practical decisions in future to effectively improve the
implementation of blended learning in Algerian universities.

The transition from traditional learning to blended learning is growing with each
passing day. Educational institutions around the world are adopting and turning to blended -
learning as a mixed method is more advantageous than e-learning and traditional learning as it
takes “the best of both worlds”. It is also considered as a way of dealing with technological
changes and the mass growth of the student population, so as to provide flexible and
convenient access to educational materials that should fulfill students’ needs (Bullen, Janes,
2006).  Various contemporary research studies have been conducted specifically outlining the
implementation of the Blended-learning approach in different contexts, its advantages, and
disadvantages, including the assessment of BL and its design. 

Blended learning has been shown in multiple contexts to be more effective than face-
to-face or online instruction. With regard to its effectiveness, several researchers have
disclosed that students enrolled in blended learning courses obtained better outcomes
compared to traditional face-to-face or online courses Studentsexperience the possibility to
bebot independent and autonomous in their learning, giving them the opportunity to study at
their own pace .It is also considered beneficial in terms of providing more opportunities to
enroll a high number of students without the need for new classroom space(Namyssova
et .al.2019).

Another advantage of Blended learning is that it gives students access to internet

resources and information tailored to their expertise and interests as it enhances professors'
time management and helps classroom conditions by providing chances for professional
communication. Furthermore, it promotes students' interest in their own learning
development, allows students to study at their own pace, and prepares them for the future by
giving real-world skills that allow students to use their academic talents and self-learning
abilities in real-world situations. Finally, blended learning promotes social interactions in
university communities, students' aptitude and self-reliance, learning quality, critical thinking
in the classroom, and the use of technology as an operative instrument to impart course
information to students. ( Bhadri, et al 2022).

Disadvantages of blended Learning

 The implementation of blended learning is strongly supported, in order to create
learning that is in accordance with the objectives to be achieved and the current situation. The
occurrence of this mode of learning post covid-19 had raised great challenges for many
learners. Many of the obstacles that arise are found in online learning mostly. As it is known
that online learning is only limited to meeting teachers and students in front of the screen.

According to Dellanna, et al (2000), many students find distance learning challenging

especially with the loss of social connection which is the most apparent downside of E-
Learning. Many students require social connection in order to succeed academically. It's also
worth noting that the online student must have enough computer and Internet abilities to
register, interact, download, see, and take tests. This must be considered while selecting what
sort of course content to provide and what abilities the student must possess in order to enroll
in the class. This creates a barrier for those who lack these abilities; many of these people are
afraid of new technologies and are mostly mature pupils. It's tough to understand how E-
Learning will help from this perspective. This creates a barrier for those who lack these
abilities; many of these people are afraid of new technologies and are mostly mature pupils. It
is difficult to understand how E-Learning will enable integration into the learning system
from this perspective. Soft skills training is a sort of training that cannot be taught just through
e-learning. Interpersonal skills, verbal, communication, leadership, and initiative are among
them. While online education courses have numerous advantages over traditional brick-and-
mortar courses, there is concern that they may fall short in teaching those soft skills
(Walmsley 2003). These soft skills are frequently important life skills that lead to
employability; this issue creates the typical conundrum of the student who is academically
great but unable to internalize his or her learning.
Blass and Davis (2003), claimed that E-Learning does not provide the same
opportunities for explanation and clarification as face-to-face interaction. In other words,
feedback in an E-Learning environment may be delayed, text-mediated, or simply too
context-dependent to be recreated two days later via a phone call or email. They go on to say
that with electronic communication, the subtleties of speech and discourse that are present in
face-to-face interaction are often lost. It is frequently simpler to explain something to
someone sitting in front of you than it is to convey the same thing to them in writing,
especially when considering that non-verbal communication accounts for the majority of
human communication.
 Anandari, et al (2022), stated that blended Learning is often only appropriate for
learners who have high autonomous learning and motivation abilities; these individuals make
up a small percentage of the learner community. Moreover, Anandari, et al (2022), claimed
that the implementation of face-to-face learning differs from that of home learning. Students
are expected to study alone in remote learning, and there is little interaction between students
and professors. Unfortunately, not all regions can effectively implement remote learning
owing to a variety of issues, such as the absence of internet connectivity in many locations
and the readiness of instructors, students, and parents, for example, many pupils do not have
access to the internet. Devices or computers.

In conclusion, blended learning can pose some difficulties on its users; it requires
some careful preparation and planning. In other words, This is important in the learning
process because both teachers and learners rely on two modes of learning at once, namely
online learning and classroom learning.

The concept of attitudes towards blended learning:

       According to Dittmar (1976), attitude is a cognitive component that corresponds 

to a person’s  belief structure. This is consistent with Sarnoff (1970), who claims that “attitude
refers to a disposition to react favorably or unfavorably to a set of objects. Victory Lockhart
(1995) defines language attitude as “meta-cognitive knowledge” which includes student’s
general ideas about themselves as learners, factors that motivate language acquisition , and the
nature of language learning and teaching.

   Attitudes are classified by Zimbardo and Ebbesen (1969) into three categories:
affect, cognition, and behavior. "A person's appraisal of, love of, or emotional response to any
thing or person" is the affective component. Physiological reactions or vocal assertions of like
and dislike might be used to assess the emotional component. 'The individual's overt conduct
directed at the item or person' is the behavioral component. The behavioral component might
be assessed by seeing how the person responds to different stimuli. "Person's views about, or
factual knowledge of, the item or person" is how the cognitive component has been defined.
Self-ratings of beliefs or the amount of information a person has about a topic can be used to
assess the cognitive component.
      Liu (2009) related Students' attitudes toward mixed learning as a component of
their feelings (affective), belief and factual knowledge of mixed learning as (cognitive), and
behavioral intents and behaviors with regard to blended learning as (behavioral). 

 Challenges and difficulties faced by blended learning:

    Although blended learning can offer a number of benefits, it can also present a
range of challenges during its implementation in education, this challenges faced by students
can affect the quality of the learning process negatively.  

  Graham, Allen, and Ure discussed the challenges students might face during the use
of blended learning methods. According to them, the process of helping students develop their
habit of learning using the virtual instructions strategy (online instructions) is difficult,
because students used to rely on the teacher's direct instructions. According to Al-Jarf
students didn’t take the online instructions seriously.

      Milheim (2006) also mentioned that the use of blended learning strategy is
encountering a number of challenges and difficulties such as the resulting pressure that
teachers have faced by responding to student inquiries and contacting many of them
continuously in addition to difficulties related to students' low skills in terms of dealing with
the given technologies.

        According to Hofmann (2011), the main challenges that might be faced during
the use of the blended learning are divided into technical challenges, organizational
challenges and instructional design challenges. The technical challenges are not about getting
technology to work on networks. Rather, they consist of ensuring the success of the program
by utilizing and supporting appropriate technologies. It includes Ensuring participants can
successfully use the technology and Resisting the urge to use technology simply because it is
available (Hofmann, 2011). However, Organizational challenges are about management
which often agrees that blended learning is the correct direction for training initiatives, but it
fails to understand that this is a complex process that needs thought beyond an individual
program. Organizational challenges include overcoming the idea that blended learning is not
as effective as traditional classroom training, redefining the role of the facilitator Managing
and monitoring participant progress. While, instructional design challenges include looking at
how to teach, not just what to teach and matching the best delivery medium to the
performance objectives, keeping online offerings interactive rather than just “talking at”
participants and ensuring all the elements of the blend are coordinated. Hofmann (2011)

        In Britto (op.cit), students expressed some of areas dissatisfaction with the use of
blended learning. According to them the tasks during the use of blended learning were
excessive when compared to that of their traditional learning classmates. Due to Britto this
issue is most likely the result of the lack of standardized curriculum which encourages
teachers to create their own blended learning programs. Despite this the learners still believe
that the workload was beneficial to them because it assisted them in learning so much.
Probably the most significant challenge was that peer interaction was too difficult to
establish , the students were not able to make their writing public, commenting on others'
writing, or receiving comments. They were generally embarrassed to participate in front of
their audience. As Britto emphasizes (op.cit), the teacher must encourage students to
participate in peer correction because “the goal of a university-level composition course is not
simply to make private journal entries …but to communicate with a real audience.” Prior to
instruction, teachers and students can be trained to respond to technological tools involved. To
avoid wasting time on training, it is preferable to use simple technologies that do not
necessitate professional knowledge such as facebook.

Blended learning in higher education

Blended learning has increasingly been utilized in higher education as it has the
advantages of both traditional and online teaching approaches. Findings from prior studies
Anthony et .al.(2020)indicated that blended learning approach enhances students' learning
engagement and experience as it creates a significant influence on students’ awareness of the
teaching mode and learning background. Moreover, it moves the emphasis from teaching to
learning, thus enabling students to become more involved and motivated in learning.

 Blended Learning employs a combination of online-mediated and face-to-face

instruction to help lecturers attain pedagogical goals in training students to produce an
algorithmic and constructive rational skill, aids to enhance teaching qualities, and achieve
social order (Anthony et.al.2020). Blended learning entails the combination of different
methods of delivery, styles of learning, and types of teaching .It comprises integration of
various initiatives, achieved by combining 30% face-to-face interaction with 70% IT
mediated learning. In other words, blended learning is considered as a beneficial and
advantageous approach to learning because it is  the combination of different didactic
approaches (cooperative learning, discovery learning expository, presentations, etc.) and
delivery methods (personal communication, broadcasting, publishing, etc.). (Anthony
et .al.2020).

Blended learning application post covid-19

Regarding the spread of corona virus pandemic the Algerian government had
implemented blended learning as a mode of learning. According to Dahmash, N (2020),
blended learning is the best method that can be adopted after corona virus for students to
continue their learning process since it offers them flexibility and easiness to learn.

Higher education faced many obstacles due to covid-19, especially students who
encountered many challenges; they couldn’t continue their face-to-face learning, develop their
knowledge and skills. Therefore, blended learning implementation encourages students to
improve their learning outcomes, growing their autonomy and self-directed learning.
Furthermore; it helps them in producing harmonious and coherent equilibrium between online
access to knowledge and traditional classroom teaching; students will take both online and
face-to-face learning which will help them to learn effectively. We can say that, Blended
learning remains a significant pedagogical concept as its main focus is aligned with providing
the most effective teaching and learning experience (Singh, H.(2010).

In a previous research on blended learning application post covid-19 have found that
incorporating blended learning in education post coronavirus was flexible, convenient, and
provided an interactive educational setting. Moreover, previous researchers found that it
increases student’s motivation to attend online courses using different platforms and become
independent learners. In other words, they determined that blended learning was a beneficial
method of learning post covid-19. (Megahed, et al 2022). 

Conclusion:

    Nowadays blended learning is gaining more interest because of its efficiency in

terms of maintaining learning and its possibility to substitute traditional learning with better
results during the spread of the COVIDE-19 pandemic. In the related literature we have
defined blended learning, then we mentioned elements, levels, challenges, models, and
detailed explanation of the advantages and disadvantages resulting from the use of blended
learning in EFL classroom, in addition to the explanation of the concept of students' attitude
toward the blended learning method.