Improving Blended Learning Using the Modified Deming Technique (PDSA): An Exploratory Study

Abstract

This study examines how students perceive blended learning at Al-Mamoun College, Ahlia University, and suggests a framework for ongoing enhancement based on the modified Deming approach (PDSA). Most studies have demonstrated that incorporating effective educational process design can bolster the blended learning system and enhance the caliber of instruction and student contentment. The research employed a descriptive, exploratory, and analytical methodology to obtain scientific facts. The questionnaire was utilized as a means of gathering data and information, as well as facilitating communication with students at the indicated college. A survey was administered to 192 students in their second, third, and fourth years of study in the Department of Business Administration. Out of these, 149 completed and returned the questionnaire. An analysis was conducted using the statistical program SPSS, utilizing the arithmetic mean, standard deviation, and coefficient of variation. The findings exhibited flexibility in adopting novel teaching and learning methodologies and have formulated tactics to improve students' demeanor and conduct. These efforts aim to guarantee the ongoing delivery of top-notch educational services by educational institutions. The emergence of new and constantly expanding information and communications technologies has been crucial in developing and improving blended learning programs. The ongoing COVID-19 pandemic has provided a valuable chance to alleviate the restrictions placed on academic courses, frequently bound by fixed schedules and time constraints. It is crucial to ensure that technology does not hinder the implementation of blended learning.