Recently, blockchain technology has gained considerable attention from researchers and practitioners. This is mainly due to its unique features including decentralization, security, reliability, and data integrity. Despite this growing interest, little is known about the current state of knowledge and practice regarding the use of blockchain technology in education. This article is a systematic review of research investigating blockchain-based educational applications. It focuses on three main themes: (1) educational applications that have been developed with blockchain technology, (2) benefits that blockchain technology could bring to education, and (3) challenges of adopting blockchain technology in education. A detailed results analysis of each theme was conducted as well as an intensive discussion based on the findings. This review also offers insight into other educational areas that could benefit from blockchain technology.

Blended learning has been growing in popularity as it has proved to be an effective approach for accommodating an increasingly diverse student population whilst adding value to the learning environment through incorporation of online teaching resources. Despite this growing interest, there is ongoing debate about the definition of the concept of blended learning. As a result, teachers in higher education have developed different understandings of the term and different design approaches have evolved. Selecting the most appropriate design approach for a blended course is a major challenge for many teachers in higher education institutions who are new to the idea of blended learning. This paper aims to provide guidance to help teachers of traditional face-to-face courses in selecting the most appropriate approach to use when designing their blended courses. Firstly, it discusses the different definitions of the term blended learning and how they have resulted in a number of design approaches. It then classifies these approaches into: low-impact, medium-impact and high-impact blends according to the potential changes to the existing teaching program and student learning experience. Finally, it describes the benefits and the challenges of applying each approach and provides recommendations about when and how each approach should be used.

Bidirectional Encoder Representations from Transformers (BERT) has gained increasing attention from researchers and practitioners as it has proven to be an invaluable technique in natural languages processing. This is mainly due to its unique features, including its ability to predict words conditioned on both the left and the right context, and its ability to be pretrained using the plain text corpus that is enormously available on the web. As BERT gained more interest, more BERT models were introduced to support different languages, including Arabic. The current state of knowledge and practice in applying BERT models to Arabic text classification is limited. In an attempt to begin remedying this gap, this review synthesizes the different Arabic BERT models that have been applied to text classification. It investigates the differences between them and compares their performance. It also examines how effective they are compared to the original English BERT models. It concludes by offering insight into aspects that need further improvements and future work.

Teaching introductory programming courses is not an easy task. Instructors of introductory programming courses are facing many challenges related to the nature of programming, the students’ characteristics and the traditional teaching methods that they are using. Blended learning seems to be a promising approach to address these challenges. Many studies concluded that blended learning can be more effective than traditional teaching and can improve students’ learning experience. However, the current state of knowledge and practice in applying blended learning to introductory programming courses is limited. In an attempt to begin remedying this gap, this review synthesizes the different blended learning approaches that have been applied in introductory programming courses. It classifies them into five models then discusses the impact of each of these models on the learning experience of novice programmers. It concludes by providing some recommendations for instructors who want to blend their courses as well as some implications for future research.

Classifying the cognitive levels of assessment questions according to Bloom’s taxonomy can help instructors design effective assessments that are well aligned with the intended learning outcomes. However, the classification process is time consuming and requires experience. Many studies have attempted to automate the process by utilizing different machine learning and text mining approaches, but none has examined the classification of Arabic questions. The purpose of this study is to examine this research gap and to introduce a new feature extraction method that would better suit Arabic questions and their unique characteristics. It also aims to provide Arab instructors with a tool that can help them automatically classify their assessment questions. To accomplish this purpose, the study developed a dataset of more than 600 Arabic assessment questions. It then proposed a modified term frequency-inverse document frequency (TF-IDF) method for extracting features from Arabic questions. Unlike the traditional TF-IDF, the proposed method was designed to take the nature of assessment questions into consideration. It was evaluated by comparing it to two methods that have been used for classifying English questions, i.e., the traditional TF-IDF and a modified TF-IDF method called term frequency part-of-speech-inverse document frequency (TFPOS-IDF). A t-test was utilized to examine whether the difference in performance between the three methods was statistically significant. The proposed method outperformed the two other methods. The overall accuracy, precision, and recall scored by the proposed method were significantly higher than those scored by the traditional TF-IDF and TFPOS-IDF methods. The evaluation results indicate the promising potential of the proposed method, which can be extended to other languages.

Saudi universities have suspended the traditional face-to-face classes and moved to online learning to ensure the continuation of the educational process during the COVID-19 pandemic. The speed at which the move to online learning has happened was unprecedented and staggering. Academics, had to improvise and try different e-learning solutions in less-than-ideal circumstances. No matter how powerful and easy-to-use e-learning solutions might be, many academics understandably found the transition to e-learning stressful. This research project looks at the transition experience to online learning from the viewpoint of academics in Saudi universities. It investigates how the COVID-19 pandemic has affected the adoption of e-learning solutions and how this forced experience would affect the long-term adoption of e-learning solutions. The study employed an online survey administered to academics from all the 24 public universities. The results were quantitatively analysed by using structural equation modelling (SEM). It was found that attitudes toward e-learning, self-efficacy and perceived reliability have significant positive effects on behavioural intention to adopt e-learning. It was also found that COVID-19 has positively affected the long-term adoption of e-learning. Therefore, it is recommended that universities take immediate actions and capitalise on the e-learning experience that academics have gained during COVID-19 pandemic.