Obstacles to Blended Learning from The Point of View of Supervisory Positions Directors in the Ramtha Distinct Public Schools

Abstract

This study aimed to identify the obstacles to blended learning from the point of view of Supervisory Positions directors  of  public schools in the Ramtha District. (76) directors participated in the answer to a questionnaire designed by the researcher. The results showed that the obstacles of human roles came within the high level, followed by obstacles related to the qualification needs and within the same level, while the obstacles to infrastructure and those related to trends towards blended learning and those related to digital content were within the middle level and ranked straight. The results also showed that there were statistically significant differences at the level of significance (α = 0.05) due to the difference in gender and in favor of females in all fields except for the area of ​​obstacles to rehabilitation needs, the differences were significant in favor of the holders of higher educational qualifications, in the field of infrastructure while the differences were not significant according to the different years of experience. The study suggested creating an interactive environment in which the school communicates with parents in order to achieve complementarity in their roles and qualifying the teachers to deal with blended learning tools efficiently and effectively.