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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 Domain Standards Mean Std. Deviation Std. Error Mean t Sig. (2- df tailed) feedback 1.72770 .65782 .07807 22.130 70 .000 The result in table (2) assess the result in table (1), its shows that there is a significant deference between the pretest and posttest in favor of the posttest, also this finding indicates that the blended learning model contributes to developing the teaching skills in standards over domain. Generally, the Results of statistical treatment indicated that there were significant differences between means of pre-post treatment in Experimental group in favor of posttest. As Students thought, these results indicated that Blended E- Learning helped them to improve their Teaching skills. CONCLUSION AND DISCUSSIONS: This finding is compatible with the literature In: a study investigated the experiences of pre-service English teachers in blended learning environment (BLE) in respect to their learning approaches. Yilmaz and Orhan (2010) revealed that pre-service English Language teachers were in general highly satisfied with the blended learning environment (BLE). In addition, it stated that the courses that designed for the blended learning environment (BLE) contribute to the achievement of the students with surface learning approach. Based on these conclusions, BLE advised for training of pre-service English Language teachers with different learning approaches. Yaman & Ggraf (2010) study Evaluated an international Blended learning cooperation project in biology teacher education, the result showed that: In-class sessions, individual learning, exercises and application ranked higher than online phases, group work, discussions and information exchange. Items evaluating the overall concept received relatively high ratings. Despite the cautious ratings some items received, the positive overall results support efforts to further develop such international teaching concepts. Korkmaz. Özgen & karakuş. Ufuk (2009) examined the impact of blended learning model on student attitudes towards geography course and their critical thinking dispositions and levels, the study aims to determine the impact of blended learning model on student attitudes towards Geography course and their critical thinking dispositions and skills. They used the experimental pattern with pretest-posttest control group. The participants of the study consisted of (57) High School students (28 in the experiment group and 29 in the control group). The experiment group was subject to hybrid learning through the Geography web page, while the traditional learning model used for the control group. The study demonstrated that Blended learning model contributed more to student attitudes toward geography course and blended learning model contributed more to student critical dispositions and levels when both of them were compared to the traditional learning model; and there was a positive correlation between student attitudes toward geography course and their critical thinking dispositions and levels. Brooks, Lori. (2008) analysis the factors that affect faculty attitudes toward a blended learning environment, he examined faculty attitudes toward a blended learning environment which includes traditional face-to-face interaction as well as an Internet component. 107 university faculty members in various degree programs completed the Faculty Attitudes Towards Technology-based Distance Education survey on blended learning. Of these, 57 (53.3%) were female while 50 (46.7%) were male. The most common age group was 31 to 40 years old. The qualitative results confirmed the quantitative results in that faculty with more positive attitudes toward a blended learning environment also tended to have a positive perception of educational technology, and pay/monetary rewards and work recognition were important incentives while time requirement was an obstacle. ACKNOWLEDGEMENT The Authors extend their appreciation to the Deanship of scientific research at King Saud University, for funding the work through the research group project No: (RGP – VPP - 132). REFERENCES Brooks, Lori. (2008) an analysis of factors that affect faculty attitudes toward a blended learning environment, PhD, faculty of the college of education, of TUI university, Cypress , California 90630 , USA. November 2008. Garnham, C., & Kaleta, R. (2002). Introduction to Hybrid Courses. Teaching with Technology Today, 8(6). Heinze, A., & Procter, C. (2006). Online communication and information technology education. Journal of Information Technology Education, 5, pp. 235-249. Copyright © The Turkish Online Journal of Educational Technology 341
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 Hussein , HB. (2011) attitudes of Saudi universities faculty members towards using learning management system (jusur) , The Turkish Online Journal of Educational Technology – April 2011, volume 10 Issue 2 Korkmaz. Özgen & karakuş. Ufuk : the impact of blended learning model on student attitudes towards geography course and their critical thinking dispositions and levels, the turkish online journal of educational technology – tojet october 2009, volume 8 issue 4 article 5, pp 51 – 63. Min jou , Chien-pen chuang and Yu-shiang wu () . Creating interactive web-based environments to scaffold creative reasoning and meaningful learning: from physics to products , The Turkish Online Journal of Educational Technology – October 2010, volume 9 Issue 4 Mortera-Gutiérrez, F. (2006). Faculty Best Practices Using Blended Learning in E-Learning and Face-to-Face Instruction. International Journal on E-Learning, 5 (3), pp. 313-337. Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments. Quarterly Review of Distance Education , 4 (3), pp. 227-233. Reay, J. (2001). Blended Learning-a fusion for the future. Knowledge Management Review, 4 (3), p.6. Sands, P. (2002). Inside outside, upside downside strategies for connecting online and face-to-face instruction in hybrid courses. Teaching with Technology Today, 8 (6). Siew-Eng1. Ling Et all : Diversity in education using blended learning in Sarawak, US-China Education Review, Feb. 2010, Volume 7, No.2 (Serial No.63), ISSN 1548-6613, USA. Yilmaz, M. Betul & Orhan. feza: pre-service English teachers in blended learning environment in respect to their learning approaches, The Turkish Online Journal of Educational Technology – January 2010, volume 9 Issue 1, pp 157- 164 YAMAN , Melek and GRAF, Dittmar. (2010) EVALUATION OF AN INTERNATIONAL BLENDED LEARNING COOPERATION PROJECT IN BIOLOGY TEACHER EDUCATION, The Turkish Online Journal of Educational Technology – April 2010, volume 9 Issue 2, pp 87-96. Young, J. R. (2002). 'Hybrid' teaching seeks to end the divide between traditional and online instruction. The Chronicle of Higher Education, 48 (28), p. 33. Copyright © The Turkish Online Journal of Educational Technology 342
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