Students’ EmpowermentThe participan

Students’ Empowerment
The participants in this study showed a great deal of personal empowerment as a result of engaging in online learning. Students’ empowerment was one of the main highlights of this study. As discussed above, Saudi students usually are not directly engaged in the learning process but, rather, are educated through lectures alone. According to this traditional approach, students are required to abstain from discussions or other kinds of direct participation in learning and, in consequence, they do not contest, negotiate, discover, or share their understandings. However, after employing the blended approach, which included participating in online discussions, most of the students in the research sample demonstrated a keen interest in moving beyond the rote-learning tradition. In other words, the students demonstrated a greater appetite and aptitude for interactive learning – for an educational approach that is premised on bilateral and multilateral communications as opposed to the traditional unilateral approach. A new willingness to engage in critical thinking and self-directed learning was also one of the most notable effects of the implementation of online education. Unlike under the old model of instruction, students who engage in online learning are more likely to display their autonomous identity – an identity that emerges through the acquisition of skills that serve as the scaffolding for the acquisition of knowledge. “Scaffolding” refers to the structure of skills that enables students to reach new levels of educational and personal development.

ผลลัพธ์ (ไทย) 3:

Students’ Empowerment
The participants in this study showed a great deal of personal empowerment as a result of engaging in online learning. Students’ empowerment was one of the main highlights of this study. As discussed above, Saudi students usually are not directly engaged in the learning process but, rather, are educated through lectures alone. According to this traditional approach,นักศึกษาจะต้องละเว้นจากการสนทนาหรือชนิดอื่น ๆของการมีส่วนร่วมโดยตรงในการเรียนรู้ และด้วยเหตุนี้ พวกเขาไม่ได้ประกวด , เจรจา , ค้นพบ , หรือแลกเปลี่ยนความเข้าใจของตนเอง อย่างไรก็ตาม หลังจากการใช้วิธีการแบบผสมผสาน ซึ่งรวมถึงการมีส่วนร่วมในการสนทนาออนไลน์ most of the students in the research sample demonstrated a keen interest in moving beyond the rote-learning tradition. In other words, the students demonstrated a greater appetite and aptitude for interactive learning – for an educational approach that is premised on bilateral and multilateral communications as opposed to the traditional unilateral approach.