الفهرس 
IntroductionOnly 14 pages are availabe for public view
 |  | from | 233 |  |  |
| | | from | 233 | | |
Abstract
Blended learning was one of the short-term forces driving innovation appropriation in higher instruction, BL enhances learners’ motivation, interactions, and engagement. BL is an effective approach for accommodating an increasingly diverse student population in higher education, BL improves course satisfaction as well as enhances students’ sense of community in comparison with lecture-based learning. Blended learning combines traditional and online learning to utilize the strengths of each while avoiding associated weaknesses. BL was perceived as useful, enjoyable, supportive, flexible and a motivator for students. It could be the best solution for improving higher education in many countries (Malekigorji & Hatahet, 2020).
This study aimed to assess the effect of undergraduate students’ perception regarding blended learning on their engagement in nursing administration courses through, assessing undergraduate students’ perception level regarding blended learning in nursing administration course, assessing undergraduate students’ engagement level in nursing administration course, and finding out the relationship between undergraduate students’ perception regarding blended learning and their engagement in nursing administration courses.
A descriptive, cross-sectional design was utilized to carry out this study. This study was conducted at the Faculty of Nursing Ain Shams University; the faculty included eight different scientific departments. The study subjects were included using a simple random technique from the students enrolled in the third and fourth academic years, especially in nursing administration course at The Faculty of Nursing Ain Shams University through the academic year (2021-2022). The subjects included 204 out of (453) nursing students, the third academic year included 119 nursing students and the fourth academic year included 85 nurse students.
The data for this study were collected by using two tools namely:
The first tool: Students’ Views on Blended Learning scales and its implementation process, it was intended to assess students’ perception of blended learning and its implementation process. It consists of two parts:
Part I: personal characteristics: this part was focused on collecting data on the personal characteristics of nursing students including age, gender, marital status, residence place, nationality, educational qualification before enrolling to college, academic year, membership in college youth care activities, hobbies, electronic accounts, and the cause of choosing to join the faculty.
Part II: This part was consisted of 66 items which were classified into two subscales namely learners’ perception of blended learning implementation in nursing administration course and learners’ perception of blended learning in general in nursing administration course.
The second tool: The Student Engagement Questionnaire (SEQ), it was intended to assess student engagement in a blended course. It was classified into two main components namely online scales and general scales.
The present study revealed the following main results:
There was less than two-thirds (63.2%) had high-level perception, while slightly more than one-quarter (25.5%) of nursing students had moderate-level perception regarding total perception of blended learning among studied nursing students.
The majority (85.9%) of fourth-year nursing students had a high perception level regarding blended learning in nursing administration course. While slightly less than half (47.1%) of the third-year nursing students had high perception levels regarding blended learning in nursing administration courses.
There were more than three-quarters (76.6%) of the fourth academic year nursing students had high engagement level regarding blended learning in nursing administration course. While slightly less than three-quarters (71.4%) of third academic year of nursing students had moderate engagement level regarding blended learning in nursing administration course.
There was slightly less than half (46.7%) of the studied sample had a moderate level, while two-fifths (42.6%) of the studied sample had high engagement level.
There was a weak statistically significant positive correlation between total nursing students’ perception in blended learning of nursing administration course and their total engagement.