Delivery of Online and Blended-Learning Higher Education Programs in the Arab world—A Case Study from Sohar University in Oman

Abstract

Not very long ago, online and blended learning (a combination of face-to-face and online) were regarded with considerable suspicion in Oman, and the Ministry of Higher Education, Research and Innovation (MoHERI; formerly the Ministry of Higher Education, MoHE) refused to recognize any online and distance-taught programs. Omani students wishing to benefit from online and distance-learning study abroad were refused permission, and they had to travel abroad to study conventionally taught programs. Yet, although this was the case in Oman, online and blended delivery of higher education (HE) programs was practiced to a limited extent in some Arab states. Since the start of the coronavirus pandemic (COVID-19) in the academic year 2019–2020, however, there has been a massive shift to online and blended learning, not just in Oman and at Sohar University (SU) but across all the Arab states. Online and distance learning are now accepted as convenient pathways to learning for busy or remotely located students and they have proved to offer an exceptionally productive opportunity for sharpening research and independent thinking skills ( Fazza H, Mahgoub M (2021) Student engagement in online and blended learning in a higher education institution in the Middle East: challenges and solutions. Studies in Technology Enhanced Learning. https://stel.pubpub.org/pub/01-02-fazza-mahgoub-2021/release/1). Even so, it must be stressed that Higher Education Institutions (HEIs) in Oman, and particularly SU, only recently adopted the blended learning system (in the academic year 2019–2020) due to suspension of classes because of COVID-19. Accordingly, blended learning has been delivered by different educational and communication platforms. For example, SU used the educational platform Sohar University Learning Management System (SULMS) for uploading the teaching materials and Microsoft Teams platform for communication with online classes. The discussion forum on SULMS was another important tool to promote knowledge transfer among teachers and students ( Sohar University. https://www.su.edu.om/index.php/en/). Online, distance learning and blended learning have also allowed for the hosting of programs from foreign universities, and for elective courses, while those courses which are university requirements, and courses with large student numbers have also been found to benefit from the online delivery approach. Of course, HEIs that wish to implement online and blended learning delivery require well-designed websites, learning management and communication platforms, and appropriate assessment procedures that meet the programs’ learning outcomes and ensure the academic integrity of such delivery. In conclusion, online and blended learning programs are now welcome in Oman. There are obviously both advantages and disadvantages to the approach. The perceptions around online learning in Oman and SU are now positive, as recent experience suggests that they are able to provide students with final learning outcomes that reflect the level of knowledge and skills expected of graduates. However, in order for these approaches to be the most effective educational model, they need to ensure that academic quality and integrity reach the highest standards in the most appropriate learning and teaching environments.