Effective Use of Blended-Learning in Sudan A Step Toward Enhancing Higher Education

International Research Journal of Computer Science (IRJCS) ISSN: 2393-9842
Issue 04, Volume 4 (April 2017) www.irjcs.com
Effective Use of Blended-learning in Sudan a Step toward

Enhancing Higher Education
Yousif Elshafie Hashim ElsamaniA. Talab Ahmed A. Talab
Deanship of PYP, AL JoufUniversity,KSA Faculty of C.S&IT, AL-Neelain University
yousif192000@hotmail.com Profsamani@gmail.com
Manuscript History
Number: IRJCS/RS/Vol.04/Issue04/APCS10082
Received: 30, March 2017
Final Correction: 20, April 2017
Final Accepted: 28, April 2017
Published: April 2017
AbstractAlthough we are aware of the shortcomings mentioned, we think that the results of the study on the
effectiveness of blended education, and to increase the concentration of educational programs that contribute to the
renaissance of the community, Blended Learning Programs are considered an effective starting point for students to
achieve continuing education, combining the classic kinds of learning with online learning. Blended learning is one of the
most popular pedagogical methods, and has received numerous researches on blended learning since its beginning in
recent years, the introduction of new technological innovations to fill the gap between traditional learning and face-to-
face learning. The main purpose of this study is to review and analyze the studies conducted on blended learning through
thinking about the past, present and future. In this article, the researcher discussed blended learning system, showing that
the use of e-learning in the role of education in general needs a period of time to be good training stage to get rid of the
traditional methods, and finding easier ways and more accurate for education and evaluation, and concludes importance
of blended learning in preparation for the application of e-learning , so the researcher should direct his research to this
type of education so that it is applied properly scientific. Finally, the recent developments in the technology encourages
students and teachers to apply blended learning in their ranks, and this is one of the questions that will be discussed in
this paper in addition to the successful factors for implementing blended learning and the efficiencies needed for teachers
and students to achieve blended learning. We highlighted some successful experiences regionally, globally and some
successful experiences in Sudan and what future directions of blended learning systems in Sudanese higher educations.
Keywords blendedlearning, e-learning, distributed learning, blended learning environments, higher education
I. INTRODUCTION
With the expansion and the spread of e-learning systems, increasing demand for the use and employ them in learning it
emerged several problems, including: the absence of direct social contact between the practical components of learning -
teachers, students and administration which negatively affects the social contact with those components, the application of e-
learning systems infrastructure needs require a high cost, in many educational systems may not be available, e-learning
systems require skills in educational technology to enable teachers and students to take advantage of e-learning, the difficulty
of conducting the assessment for learners when they include practical skills, and Lack of appropriate e-learning systems for
students of some of the stages , as well as the lack of suitability of some curricula and courses , especially those that require
students to exercise practical skills. Blended learning is a hybrid of the traditional face-to-face and an on-line learning so that
instruction occurs in both classroom and an on-line, It has been acknowledged that blended instruction, is an emerging trend
and it is trying to give students the advantages of each method [10], [9]. It is necessary to point out that blended learning
became a natural extension of traditional classroom learning [8].
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The current epoch characterized by rapid changes resulting from scientific and technological progress and information
technology, so it became necessary to the education system to deal with these changes to address the problems that may arise
from them, such as the large number of information and exceeding number of learners and the lack of teachers and distances
As a result of these problems, there was a need to learn a new system that combines the advantages of e-learning and the
advantages of traditional learning , it is the so-called Blended Learning, It is the integration between the two types to obtain a
high quality of learning outcomes and the lowest cost [18],[19].
II. LITERATURE REVIEW

Many researches and studies published in respect of blended learning, including what supports and emphasizes the
importance and different outputs from the traditional education, which confirms the absence of differences between blended
learning outcomes and traditional learning. ManjotKaur [12] in his paper show the concept of Blended Learning and the
overview of its challenges and future from different manners also show the trend of e-learning through the concept of blended
learning, paper also mention methods which used in Blended Learning if synchronous or asynchronous instructional method,
finally this paper mentions many Factors that promote successful blended learning. BayramGzer and Hamit Caner [13]
introduced that Blended learning as one of the most popular pedagogical concepts at the beginning of this century, the paper
also provided review and analysis of studies conducted on blended learning through thinking about the past, present and
future. The paper compared the evolution of technology before the period of time to prevent the combination of traditional
face- to-face learning with distributed learning environments, however, in recent years the introduction of new technological
innovations to fill the gap between traditional learning and face- to-face learning and distributed environments. In summary,
the research explained that the recent development in the technology encourages teachers to apply blended learning in their
classrooms. Shaidullin R.N and at el [16] this article describes the experience of the effective use of e-learning in the western
countries, and compared with traditional forms of learning, and identify the strengths in e-learning flexibility in education,
interaction and adaptation the ability of the educational process for students with different abilities and so forth of ideas and
discoveries. Lynn M. Jeffrey and at el [15] say that despite resistance from the teachers on the use of technology in education,
and increased spread of the blended learning, the author said that the failure of courses offered on the Internet to maximize
the benefits of blended learning. Elson Szeto[14] he presents a study of the quality of teaching experiences simultaneously
for engineering students , some of them on the Internet and other face- to-face , It recommended the need to adopt the use of
Blended Learning in the teaching of different courses for different disciplines , as well as the recommendation to conduct
further studies and research to examine the effectiveness of using the mixture of learning to achieve better learning outcomes
in different programs of study.
Alla L. Nazarenko [17] his study showed learning blended spreads all over the world. A large number of research described
blended learning, but at the same time that there is a lack of research that would lead in turn to build effective strategies and
different teaching models. This paper is an attempt to assess the impact of blended learning by conducting surveys to students
to determine the level of satisfaction with this form of education. Results concluded that the need to shift to blended learning
Many researches on different aspects of this problem have been carried out, but only one other study has teaching practice in
the course of the blended. Interviews were conducted with teachers using blended learning about the use of the electronic
components and the classroom and the reasons for their decisions. Institutions must look beyond the limits of traditional
training classes through a combination of current best experiences and new developments in learning technologies in order to
maximize results, and more importantly, institutions must seek to prepare everyone in the organization to become an active
participant in the learning and participation process. Finally institutions began to discover that blended learning provides not
only time and cost, but provides a smoother way to learn and work. And institutions at the forefront of this new generation of
learning will have a team more productive and application of change and success in achieving the goals. As they say the
organization's ability to learn and learn quickly turn that into action is the best source to achieve a competitive advantage.
III. OBJECTIVE
- Develop a system that can contribute to the use of blended learning technology in teaching, to enhance the cognitive skills
of teachers and learners in higher education
- Summarize the benefits of blended learning for each of the professors, students, and institutions, to improve education and
a sense of community outcomes, and effective use of resources, and student satisfaction, and flexibility in access
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IV. THE IMPORTANCE OF STUDY

The importance of this paper is that resulting from importance of education, its role in the development of nations, the
importance of blended education of all kinds and various applications, and the impact of its integration with traditional
education on the quality of education. In addition to the above, the importance of this study dealing with blended education
but extend to review the challenges and difficulties faced by its users, and offer some solutions and finally you will learn
about the potential application of this model of education in higher education in Sudan.
V. RESEARCH QUESTION
Education is based on the learner's needs and abilities rely on self-learning and interaction between the learner and the
teacher, and it employs modern methods of education to achieve the goal of education in any time or place, to achieve that
goal formulated following questions:
1. Introduced Blended learning system, concept, their environment, and success factors for implementation blended learning.
2. Qualities of the teacher and student in blended learning and efficiencies to be achieved in the blended learning.
3. Some successful experiences regionally, globally, some successful experiences in Sudan and what future directions of
blended learning systems in Sudanese high education.
VI. RESEARCH METHODOLOGY
The main purpose of this study was to measure the implementation of blended learning in higher education institutions in
Sudan, so the researcher used the descriptive and analytical approach to gather information, facts and concepts related to
achieving the goals of the study, their background, their importance and their objectives, in order to develop an integrated
knowledge system, by referring to various studies and research articles, and check out some regional experiences in the field
of e-learning technology, for use in aspects related to the concept of blended learning environment, its components, its
rationale and benefits in the educational process for the development of models have the ability to change the reality of better
blended learning in Sudan.
VII . BLENDED LEARNING SYSTEM
To succeed blended learning must be operated from an integrated system can be divided into the needs of blended learning
into three points:
1. Technical Requirements
2. Human requirements (teacher - student)
3. Curriculum
A. The Concept of Blended Learning
Blended learning is one of the formulas or learning where that e-learning is mixed with classroom education (traditional) in
one frame, employing e-learning tools, whether computer-based or network -based lessons in the classroom , the training
sessions , which are often in real classrooms equipped with the possibility of networking, and it referred to him also
interested in blended learning. Procter [5] defines blended learning as an effective hybrid of different learning techniques,
technologies and delivery modes to supply students needs. According to Valiathan [2] defines blended learning as a solution
that combines some different delivery methods like collaboration software, training courses on the internet and apply of
knowledge management courses. As it is understood, the blend could be between any type of educational technology and
traditional one led by teachers [4], [3]. Finally Singh and Reed [1], blended learning is a learning system, includes more than
one method which used to optimize the learning outcome and the cost.
B. Components of Blended Learning
Blended learning is not new, in terms of its components are in a traditional classroom (Including lectures and laboratories),
books, in addition to the electronic activities across digital media, and in the following manner:
Traditional Synchronous formats:
- Classroom lectures and supervised by the teacher.
- Laboratories and workshops.
- Trips or field visits.
Synchronous online formats:
- Electronic meetings.
- Virtual Classroom.
- Seminars and broadcast through the Web site.
- Training.
- Direct messages.
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Self-paced Synchronous formats:

- Documents and internet pages.
- Training modules based on the computer or the Web.
- Simulation
- Networked learning communities, and discussion groups
Overlapping of different learning systems are illustrated in Figure subsequent, blended learning is a hybrid of face -to-face
learning and e-Learning (Fig 1). E-learning itself includes both non-network-based learning (computer-based learning) and
network-based (online learning), Internet-based learning, and web based learning
Fig: 1 Components of blended learning

C.Blended Learning Environments
Virtual learning environment usually work through the Internet and providing a range of appropriate tools for the process of
learning, such as assessment, (especially that repairs can automate automatically, such as multiple-choice tests),
telecommunications, and download content, and deliver the students' work, and peer assessment, and management of student
groups, collecting and organizing student grades, doing questionnaires and tracking tools and control, and so forth [23].
These environments originally created for distance education, which is now often used to help the traditional classroom
activities known as blended learning. These systems typically run on computer servers, to deliver courses to students via the
web page, it was clarified in the following fig. 2.
Fig. 2 Blended Learning Environments

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D.Features of blended learning:

Blended Learning is learning that combines models connected via the Internet or intranet, a model known as the place in a
traditional classroom, it is education which they are used and the different means of delivery together to teach the course
content, and these methods include a combination of direct methods in the classroom, and online communication, and self-
education [22], Features of blended learning are counted as follows.
-The ability of students to learn and practice activities at home or school.
- Reduce the time and cost of learning, so efficient use of classroom time, and overcome the problem of lost time in the
classroom through online discussion and questions among students and teachers.
-Provide informal classes, so-called virtual classrooms.
-To achieve flexibility in the use of school timetable.
-Students enrichment supply decisions to suit their needs.
- Differentiate between individual differences among learners so that each learner can learn according to their needs and
abilities.
- Widening the scope of learning and not just the classroom.
- Allows the student to learn at the same time as his colleagues learn about them without delay in the event of not being able
to attend the lesson for some reason.
- Learner through this type of learning to achieve the best results, with some scientific studies show that blended learning
achieved targets high compared with traditional education
- It also features the performance of students as fast, compared to using traditional e-learning alone or education alone.
E.Importance of blended learning
In the form of blended learning often refers to the use of laboratory equipment or computers to complete classroom sessions
and enhance the educational process through the exercise and the application of theories learned in classroom. Because of the
advantages that offer widely and so the importance of this type of education, for example, self-learning , for these reason the
Importance of blended learning is summarized in several aspects [19]:
- Speed and flexibility best to learn.
- Beyond the boundaries of time and space.
- Increase the motivation for the learning process through the use of multimedia.
- The development of the concepts of teamwork and collaborative work.
- Save learners time.
- Increases the learning experiences for learners.
- Achieve their educational goals through the use of modern technology
F.Planning for implementation of blended learning:
The elements for planning and implementation of Blended Learning, through research, notes, and ongoing interactions with
schools and administrators appeared number of elements, ranging between: Leadership, Professional Development, Teaching,
Operations, Content and Technology [21].
- Good planning to hire e-learning technology in blended learning environment, and determine the function of each of them.
- Ensure teachers and learners' skills in their use of e-learning technology included in the blended learning environment.
- Ensure the availability of hardware and references used in a blended learning environment for both the learners and
educational institution.
- The program starts with a plenary session bringing together teachers and learners face to face, objectives of the program
and clarifies his plan and how to implement it, the strategies used in it, and the role of each of them in learning events
- Confirmation of the existence of teachers to respond to inquiries educated online or in the classroom.
- The diversity of information sources to meet individual differences among learners.
- The teacher is a comprehensive aware of every detail in this field.
G.Success factors of blended learning
Factors that promote successful blended learning are often hidden in the form of concluding observations and
recommendations, and rarely know more explicit. The following recommendations are grouped under a number of factors
mentioned, which have been developed from the previous literature, where there is an overall emphasis on pedagogic
factors[20].
- Leads to improved educational outcomes.
- Blended learning model is designed to be compatible with the nature of the students.
- The availability of the infrastructure that supports blended learning and applies it in the traditional classroom with the
consolidation of e-learning technology.
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- Blended learning Models can be applied to different types of learners at all levels [6].
- Different techniques attract students' attention to the subject of study in classrooms and expand the understanding of the
perceptions [7].
- The ability to measure blended learning outcomes and ensures its effectiveness.
H.Strategist Blended learning :
Often understood from the initial use of blended learning the link between training in the traditional classroom and e-
learning activities , the term has evolved to include a richer set of learning strategies , and includes a blended learning
program of one or more of the dimensions as follows[23]:
1) Combination of direct on-line learning and traditional learning on classroom: Blended learning experiences gleaned from
the Internet and intranet on learning styles over the Internet, while the traditional education as in a traditional classroom, so
maximize this benefit in case of blended learning.
Examples of this type of blended learning that require a search of sources using the material on the Internet and will be
available through the study through educational sessions in the classroom and under the supervision of a teacher [24].
2) Combination of self-paced learning and collaborative learning: It includes self-learning or individual learning processes, a
self-learning on-demand, are in accordance with the needs of the learner, according to the speed that suits them their fortunes
The cooperative learning in contrast, contains more vital contacts (dynamic) among the educated, leads to the sharing of
knowledge and experience, and may include a combination of self-learning and collaborative learning, for example, a review
of some important materials and literature about the new product, and then discuss it in the applications learner work through
the immediate communication using information networks [29].
3) Combination of content (prepared as needed), and On-the-shelf content:On-the-shelf content is comprehensive content or
the public that ignores the unique environment and requirements of the institution , although the cost of the purchase or
provision of such content are usually much lower , and the value of production is higher than Custom Content.
The general content a self -speed can be adapted and configured by integrating a number of experiences (classroom or over
the network ) , has opened up to international standards such as ( SCORM ) opened the door towards greater flexibility in
integrating On-the-shelf content and Custom Content to improve the user experience of at a lower cost[29] .
4) Combination of work and learning:The real and effective success in the enterprise is linked to cooperation between work
and learning, including the employment sector operations such as sales or product development, and work becomes a source
of learning resources, and increase the size of the educational content available on demand to meet the needs of the
beneficiaries of this content.
It concludes from the foregoing that many of the obstacles related to time, place, format, and content that was linked to the
classroom and traditional organizational structure preset may no longer exist now, where it's turned into an educational
operations outside the scope of the ordinary, on demand, and the permanence of the anytime, anywhere.
I.Differences between Traditional Learning and Blended Learning Model
Some researchers have conducted a comparison of blended learning and traditional education, and pointed out a number of
differences between them,the following table shows some of the differences between them are as follows Khan [12]:
TABLE 1
DIFFERENCES BETWEEN TRADITIONAL LEARNING AND BLENDED LEARNING MODEL
Main Features of Education Traditional Learning Blended Learning
Location In Physical Classes (NotFlexible Anywhere (Flexible)
Learning Method Face-to-Face Face-to-Face andOnline
Learning Time At Specific Time (NotFlexible Any Time (Flexible)
Technology Usage No obligation for using theTechnology It is a necessity touse the technology
Focus of course Group Individual
Focus of content Teacher-centered Student-centered
Form Synchronous Asynchronous
Flexibility Standardized Customized
Content Stable, durable Dynamic, transitory
Number of students Space delimited Without limits
Instructor preparation Some (transparencies) Extensive pre-preparation
Distribution of materials Hard copy Electronic download
Interaction Spontaneous Structured
Range of interactivity Full interactivity Limited interactivity
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J.Media used in Blended Learning

Blended learning includes a range of media that are designed to complement each other , blended learning program may
include many learning tools, such as cooperative learning , online courses , self-learning decisions , electronic performance
support systems , learning management systems, Blended Learning, in fact, is the kind of learning that e-learning combined
with traditional, often in processed networked classroom, the learning in the classroom under one framework, by employing
e-learning tools include multiple events comprising the integration of learning activity in traditional classroom, the teacher
meets with students face- to-face, self-learning is defined as blending between synchronous and asynchronous learning
[26],[27],[41].
TABLE 2
MEDIA USED IN BLENDED LEARNING. SOURCE [25]
Media used in Blended Learning
Live face-to-face (formal) Live face-to-face (informal)
- Instructor-led classroom - Collegial connections
- Workshops - Work teams
- Coaching/mentoring - Role modelling
- On-the-job (OTJ) training
Virtual collaboration/synchronous Virtual collaboration/asynchronous
- Live e-learning classes - E-mail
- E-mentoring - Online bulletin boards
- Listservs
- Online communities
Self-paced learning Performance support
- Web learning modules - Help systems
- Online resource links - Print job aids
- Simulations - Knowledge databases
- Scenarios - Documentation
- Video and audio CDs/DVDs - Performance/decision support tools
- Online self-assessment
- Workbooks
K.Thebenefits and challenges of blended learning

The use of blended learning can pose challenges for students and universities together, while the unrealistic expectations and
feelings of isolation are the challenges facing the students, both institutions and students to find the challenges faced by the
uses of technology in education [24], for blended learning several problems we mention the most important:
- not to seriously consider the issue of blended learning as a new strategy for the development of the educational process
- The difficulty of the transition from the traditional way of learning that depends on the teacher's face-to-face with
students, and transition to learn with modern one.
- Physicalobstacles: such as the lack of computers, software and networks, and somewhat higher prices.
- human obstacles , requiring e-learning systems enable teachers and students to use e-learning technology skill
- Must be converted curriculum to electronic files to make it easier to share and deal with them through various electronic
media.
- Lack of competence among students organs they train them in their homes.
- Calendar difficulties and the system of monitoring and correction of absence.
- lack of appropriate e-learning for some curricula and courses that require students to exercise practical skills and private
systems
TABLE 3
DISPLAYS A SUMMARY OF THE BENEFITS AND CHALLENGES ASSOCIATED WITH BLENDED LEARNING.
Benefits Challenges
- Enhanced student learning outcomes - Unrealistic student expectations
- Greater flexibility for students and teachers - Student-perceived isolation
- Improved autonomy, reflection, and research skills - Technological problems for students
- Reduced student withdrawal rate - Invasiveness into other areas of life
- Ability to foster a professional learning - Time commitment
environment - Technological problems for institutions
- Potential cost and resource savings - Lack of support for course redesign
- Difficulty in acquiring new teaching and technology skills
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VIII. QUALITIES OF THE TEACHER AND STUDENT IN BLENDED LEARNING

Blended Learning needs a teacher specifications and have the ability to deal with modern technology, modern software ,
connect to the Internet , designing e- tests so that he can explain the lesson in the traditional way and through the practical
application on the PC , resolving the electronic tests, see the links related to the lesson , Find new at the subject and make the
students shared in the search process so that the participant with the teacher and not just the recipient , and the teacher needs
to be able to design a lesson and commensurate with the possibilities available, the qualities of the teacher in this type of
education are [24]:
- Has the ability to combine traditional teaching and e-learning.
- Has the ability to design tests and dealing with multimedia.
- Has the ability to create collaborative learning and interaction in the classroom
- Understand and absorb the aim of education
In addition to the above skills specific to the teacher, there some of the skills that must be available for each of the teacher
and student together [28]:
- The ability to use Windows operating systems

- Ability to use office software.
- The ability to upload and download programs from the media and Internet.
- The ability to navigate the various programs.
- The ability to use e-mail, discussion programs, and knowledge of the Internet terminology.
- The ability to use search terms and search mechanisms for accessing information.
- Knowledge of the skills used modes of writing and enters information.
- Considerations to be taken into account to increase the effectiveness of the online module.
IX. EFFICIENCIES TO BE ACHIEVED IN THE BLENDED LEARNING
As a result of what has been said, we find that the skills needed for the learner in the field of Blended Learning include each
of these: Motivation, self-Confidence, initiative, commitment, reading skills, writing skills, IT skills, effective
communication skills, time management skills, take responsibility, critical reading skills, information retrieval skills,
effective record-keeping, e-resources, research skills, instructional decisions, diversity in education by individual differences
of the learners, self-assessment and planning, and our observations, previous research in this area and we found a number of
competencies necessary for the teachers in the field of blended learning include each of these [30]: Efficiencies of dealing
with software and network services and these skills are as follows: dealing with the various operating systems, use different
search engines to access the information it needs, dealing with the services and applications available on the Internet that can
be used in the educational process, such as the search service, e-mail, chat, file transfer, and mailing lists. Also ability to
download files from the network and save, ability to upload files to the network and published, ability to participate in
discussion groups available online, addition to that ability to compress or decrypt files to and from the network, create pages
and educational sites and published and updated each period, and access to global libraries and databases. Competences
preparation courses electronically, this includes a number of key competencies, one of these is competencies planning:
includes a set of skills which are as follows: identify the general objectives of the course to be prepared electronically,
determine the suitability of the course to be put on the network, determine the level of the beneficiaries of the electronic
course and experience psychological and social characteristics, identify physical and human requirements needed to prepare
the electronic course, Identify the team accomplished the electronic course and identify the functions of each of them, and set
a timetable for the completion of assigned tasks to each member of the team work. Other key competencies of efficiencies of
design and development which includes a range of competencies which are as follows: determine the educational goals for
electronic course identify necessary to achieve the objectives of the curriculum teaching strategies, identify learning activities
that encourage interaction among learners, identify multimedia that will ensure the electronic course, preparation of the
educational scenario for electronic course, identify methods of electronic interaction among the educated among them, among
them and the teacher , and them and learning materials, and identify feedback methods. Finally key Competency of
assessment, which includes a range of competencies: the use and application of different methods of evaluation electronically
through the web and network, identify the strengths and weaknesses of learners, preparation of enrichment and remedial
programs for learners, the development of scientific criteria to assess learners, and provide feedback to learners.
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X. E-LEARNING COMPLETE MODELS GLOBALLY and REGIONALLY

Growing interest in e-learning in the recent period create new avenues for learners were not available before And established
a promising solution to the needs of students in the future, e-learning is a necessity to achieve a knowledge-based society, and
the Arab region is not isolated from the development, many countries in the developed world has implemented a complete
models for e-learning, it is a new idea in the field of education in developing countries in general and especially in the Arab
region.
A. USA since 1993: United States began a race against time for the application of distance education and employment in their
schools, and focused on the process of training teachers to help their colleagues and help students as well, and provide the
infrastructure for the operation of computers and networks linking schools together, in addition to effective educational
software to become part of the educational subjects [37].
B. Malaysian experiment in (1996): The Committee has developed the comprehensive development of the Malaysian state of
a comprehensive technology plan to be in the ranks of developed countries, the most important objectives of this plan is to
make the computer an essential part in the classroom and connect it to the Internet,Schools that applied this technique
described as "smart schools ". With regard to infrastructure has been linked to all schools and universities in Malaysia fast
fiber networks, which allows to transferring of data and multi -media packages [34].
C. British experience: British produced project called National Network for Education , which connects more than 32000
schools to the Internet, include more than 9 millions of students , more than 450,000 teachers , all students and teachers in
those networks provided by e- mail address for communication[36].
D. Canadian experience: Canada is one of the leading countries in e-learning and distance education, the need for this kind of
education as a result of extended space and different levels of education. The government focused on linking networks within
cities and between cities, Canada is a successful example of integration of e-learning in education [36].
E. Swedish experience: Sweden is one of the most advanced in the field of e-learning, it has a strong infrastructure and the
use of high technologies, It is one of the first countries in this type of education because it was almost the best country in the
field of communication technologies, information, and processing infrastructure where there are a lot of unique globally
companies [35].
F.Experience in Saudi Arabia 2001: It directed the Saudi leadership in 2001 orders establishment of the National
Information Technology Plan, and the mechanism to be applied, it was organized the first conference of e-learning and
distance education in 1430 in Riyadh, which was organized by the Ministry of Higher Education, and concluded that
contribute to the localization of e-learning and distance education in higher education institutions through access and depth in
previous experiments to others[32],[33]. The King Saud University in Riyadh, one of the first universities that have adopted
e-learning tools into their curriculum, the university also has the largest electronic library where containing 16,000 e-book.
There is the experience of other countries has to be studied, such as: Egypt, Arab Emirates, Bahrain, and Qatar, which are
similar experience that focused on solutions of most important topics:
- The focus of the curriculum: the density of courses, curriculum and lack of compatibility with the rapid development of
software.
- A special technical aspect: lack of readiness of the IT infrastructure, and lack of speed of telecommunication network
- A special administrative aspect: the number of students per class, and the limited number of computers available.
- A special organizational aspect: the lack of the right place, and the shortage of human resources
XI. CURRENT EXPERIMENTS of BLENDED LEARNING in SUDANESE UNIVERSITIES

The interest in e-learning in Sudan started a few years ago and it is increasing continuously among the awareness of its
importance and necessity, but the utilization of this technique to support the education process is still in its infancy and
progressing at a slow non convenient pace and the evolution of technology [38]. This is due to several reasons:
-The modernistic of the field and its lack of advantageous experience in the Arab countries and the African region and
therefore there is no strong experiences in similar environments.
- The inability of state agencies to design and implement e-learning programs effectively, every effort has been talking about
the issue and its importance for years without being able to provide models on the ground and to make any breakthrough in
this area.
- Initiatives that are made by the private sector were modest and saturation of the wishes of teachers and learners alike. It is
true that some of the initiatives have achieved some success recently brought reassurance to the ability of the country to the
production of useful and unique style, but these initiatives remain in the process of growth and the need for a large effort to
settle down and continue to give and update and keep up with developments.
- To start and be creative in this area we need a mix of public concerns and private commercial purposes this might not be
done by the private sectors trying to achieve success and therefore the country is witnessing many of the initiatives that have
not been completed[39], [40].
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In this section of the paper we are dealing with the experience of Blended learning as example in three of the Sudanese
universities, respectively: Alzaem Al-Azhary University, Al-niliene University, Sudan University for Science and
Technology
1.Alzaem Al-Azhary University :At Alzaem Al-Azhary University in faculty of technology and development studies which
has Provided experience of distance education, that was established in the year 2000, in order to provide an opportunity of
learning to the students in an irregular situation, In addition to academic support services, there are centers to supervise the
students and provide them with answers to their questions. The students are an essential part of the university so it offers to
them some services that focus on the academic side through blended learning. There are shortcomings in electronic services
in the field of distance education, so the university does not offer all advices for electronic services to students, which is one
of the fundamentals in distance learning, and these advising services reduces the burden on students in the field of distance
education and takes them out from the isolation caused by the reliance on self- learning.
2. Al-niliene University:At Al-niliene University, establishment of this administration in 1996 under the name of the
Department of distance, its name was changed later to distance learning department in December 2001, and to provide
educational opportunities for those who have not had the opportunity to regular college. Flaws are the lack of academic
content that is appropriate for distance education, which is one of the general problems on the implementation of this type of
education. Educational centers for distance education at the University of Al-niliene, provide students with educational
materials, and answer their questions, and there are such centers in Jordan, in Saudi Arabia, and Bahrain center. These
services vary in quality, but not as well known in the distance education system, as well as there is no means of self-
assessment, as a result of the weakness of electronic design, and also weakness in the training or assessment studies of
distance education.
3. Sudan University of Science and Technology:Sudan University of Science and Technology, in the academic year 94-1995
create a partition of distance learning in the Sudan University of Science and Technology, later in 2001 called distance
education center. The center aims to provide an opportunity for students to improve academic level, it also provides the
opportunity for various nationalities from outside Sudan to join the Sudanese education system, hence the deployment of
Sudanese education outside Sudan, These centers are prepared curriculum and academic content processing, in collaboration
with various colleges, and colleges have committees to review the course content, and evaluated before being sent to the
curriculum department, and then distributed to the students. It indicates that distance learning centers did not train their
employees on this type of education, and do not care for the design of content so that it is compatible with e-learning, as well
as e-content design lacks a mechanism of self-evaluation for distance education, and increase students' academic
achievement.
XII. DISCUSSION
The current study was characterized in the approach to blended learning technology, and the definition of its new technique,
it identifies the effectiveness that can be applied in teaching at Sudanese universities compared to the traditional way,
referring to the above and what has been reviewed on the previous studies and the experiences of some countries shows
clearly that the use of blended learning in higher education still needs further studies. Sudanese studies on electronic and
blended learning still needs many requirements to renaissance in the field of e-learning such as:
- Localization of e-learning technologies in Sudan by creating human, technical, administrative and academic resources
capable of using modern technologies in the educational process to serve the present and future.
- The development of e-learning products locally, moving to this area from fantasy to the real world, and concrete
achievements harnessed to serve the educational area.
- Ensure the continuity of work and not caving in to pure business metrics, So as to take necessary methods of success
and continue to serve the nationalistic perspective of the community and Accompanied by the business side as one of
its tributaries.
- developing the performance of teacher's and integrating them into the process of e-learning and upgrading the
profession through designing training programs and throw the adoption of an electronic specialist teachers and
educational initiatives in general that have any connection with e-learning, and the development of these initiatives as
if it came from as specialists .
On the other hand there was great benefit from these studies to guide the current study, and in the composition of a general
perception the impact of blended learning compared to traditional learning on academic achievement and the admission of
students to the possibility of its implementation in higher education in Sudan. Based on the literature study and its
demonstrated results from the experiences of other countries, the researcher recommends the following:
_____________________________________________________________________________________________________
- Encourage education departments and teachers to employ blended learning technology into higher
education both public and private types, and how to use it.
- Provide material resources and technical personnel that support the use of blended learning technology.
- Urging the deployment of the decisions on the contents of university and college sites on the internet, and to support
communication with their students through multimedia and e-mail.
To benefit from regional and international experiences in the recruitment and use of blended learning technology in Sudanese
institutions of higher education. In contrast, the researcher points out that it must conduct studies and research on the
effectiveness of its uses blended learning in higher education, the study of students' attitudes toward its applications, taking
into account other factors not addressed in the current research. Conduct a survey to detect the university teachers ' attitudes
towards the use of blended learning technology.
XIII. CONCLUSIONS
Researcher found that the use of modern technology contribute to the humanization of the educational process, focusing on
the student. One of the most promising applications of information technology is blended learning, blended learning
technology which is integrated traditional learning tools with new technologies [42]. The use of new information technology
tools is necessary, therefore evolved teaching methods, resulting in that blended education, providing learning opportunities
for individual to fill the gap in education. In addition to the above, it allows the implementation of educational programs of
high quality electronic resources available systematically and contributes to the achievement of academic goals for students
and teachers of higher education institutions. The evolution of society based on knowledge and education, there is a
consensus that higher education requires a focus on the idea of lifelong learning through the development of flexible ways to
teach. This has increased the expectation of higher education institutions initiatives around the world to adopt e-learning
techniques in an attempt to overcome the deficit in education by introducing teaching methods. Universities in Sudan cannot
be separated from this technological trend. However, in spite of that, the implementation of e-learning is complex, but
necessary, complexity is not in terms of cost, but also encountered a lot of challenges. Should higher education Sudanese
institutions to apply blended education to determine the level of organizational readiness, determine the best ways in which to
implement this technique, this study is an important step to achieve this goal, by identifying the challenges that may hinder
the implementation and enumerate the measures that can be taken to address these challenges in early time.
At the end of this research, the researchers concluded the following recommendations:
- The teachers' awareness of the importance of education built an important role in the success of the teaching method of
education built, so must the universities promote this awareness.
- The need for the university departments concerned with equipping classrooms so that the appropriate hardware is
available to the process of teaching in blended learning.
- Provide free labs for a student which helps them to spend more time in front of computers to complete homework in
blended learning.
- Promote blended learning experience for teachers' training courses of faculty members on the use of available programs,
as well as providing them with the necessary equipment.
- Establishment of specialized units to help teachers to meet their needs in the preparation of the electronic teaching
materials.
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Effective Use of Blended-Learning in Sudan A Step Toward Enhancing Higher Education

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International Research Journal of Computer Science (IRJCS) ISSN: 2393-9842

Issue 04, Volume 4 (April 2017) www.irjcs.com

Effective Use of Blended-learning in Sudan a Step toward

II. LITERATURE REVIEW

IV. THE IMPORTANCE OF STUDY

Self-paced Synchronous formats:

Fig: 1 Components of blended learning

Fig. 2 Blended Learning Environments

D.Features of blended learning:

J.Media used in Blended Learning

K.Thebenefits and challenges of blended learning

VIII. QUALITIES OF THE TEACHER AND STUDENT IN BLENDED LEARNING

- The ability to use Windows operating systems

X. E-LEARNING COMPLETE MODELS GLOBALLY and REGIONALLY

XI. CURRENT EXPERIMENTS of BLENDED LEARNING in SUDANESE UNIVERSITIES

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