Aim: The aim of this study was to investigate the effectiveness of blended learning with a flipped classroom design on student academic achievement in a Bachelor of Science in Nursing course.Design: A quasi‐experimental study.Method: Students were split into an experimental blended learning with a flipped classroom design group and a control group using the traditional, teacher‐centred learning method. Data were collected during spring 2018 (13.3 weeks) and student's grades for the registered course and their grade point average (GPA) were recorded.Results: Findings showed statistically significant increases in student grades in the experimental group. Predictability calculations also showed better achievement of learning outcomes if a blended learning with a flipped classroom design is continued to be used in the future.

Purpose: This research paper aims to explore blended learning implementation in universities that are on a low budget, essentially determining the more important steps to invest during the initial stage of implementation and investing in costly IT infrastructure or training faculty for student-centred learning and relevant pedagogies.Design/methodology/approach: A survey of 254 students at the University of Jordan (UJ) has been administered. Student satisfaction with blended learning is related to the two main variables of IT infrastructure and teacher training for blended learning strategies.Findings: The results indicate that faculty training has a significantly higher impact on predictability of satisfaction than IT infrastructure. Therefore, low-budget institutions should focus first on helping instructors shift to student-centred styles of pedagogies before making large investments in IT infrastructure.Research limitations/implications: Because of the fact that the chosen setting did not completely lack IT infrastructure, the results may need to be retested with at least two individual institutions, one where advanced IT infrastructure is available and one where it is completely lacking. More can also be done to vary the limited location of the study.Practical implications: This paper suggests that making costly investments into technology is not a necessary first step during the initial stages of blended learning adoption in developing countries.Originality/value: This paper addresses the need for more research on blended learning adoption in developing countries with scarce finances and lack of resources sufficient to achieve faculty training and IT infrastructure improvement together. Several universities make costly investments only to lack sufficient blended learning pedagogies which often results in failed blended learning implementation.

The fusion of education with the digital world is still a developing and crucial phenomenon, especially in light of the growth of metaverse applications and the lingering effects of pandemic-induced educational changes. Learning about the efficacy of platforms like Gather.town becomes increasingly important in this situation. This study explores the changing educational environment, focusing on the widely used technique of small group discussions. Our main goal is to compare the effects of such group discussions in real classrooms against the online setting made possible by websites like Gather.town, especially regarding academic performance. We assessed two separate groups of students using a highly controlled experimental method. One group engaged in traditional, face-to-face small group discussions, while the other participated in discussions within the virtual realm of Gather.town. Our research produced notable results, showing a significant difference in academic achievement between the two modes of interaction. Unexpectedly, the online environment displayed higher standards of academic success. These findings highlight the potential effectiveness of digital platforms in educational initiatives. While conventional, face-to-face dialogues still have significance, incorporating digital technologies could result in equal or better educational outcomes. In essence, this research offers insightful viewpoints to the continuing discussion concerning hybridized learning strategies in the modern educational environment. By highlighting the part played by digital platforms in influencing pedagogical practices, it highlights the potential for such approaches to benefit the future of education.

Introduction: This study explores the connotative meanings in animal-related proverbs used to describe the behavior of men and women in Algerian and Jordanian societies.Methods: A questionnaire with 46 Algerian and 45 Jordanian animal-related proverbs was distributed to 30 native Arabic speakers enrolled at the University of Jordan. The analysis focused on adapted categories with a gender perspective, including inferiority, weakness, stupidity, ill-nature, objectification, ugliness, positivity, and shrewdness.Results: Both Algerian and Jordanian animal-related proverbs exhibited diverse connotative meanings. Women were predominantly associated with derogatory connotations in both languages, portraying characteristics such as weakness, stupidity, inferiority, cunningness, and trickery. Similar characteristics were present in descriptions of men, but women in Arab cultures were consistently depicted as subordinate and denigrated. Conversely, men were portrayed with authority, control, superiority, and strength over women. Additionally, positive depictions included animals like gazelles, peacocks, partridges, cats, and horses to symbolize the beauty of women. Men's positive characteristics, such as strength, courage, and superiority, were associated with horses, camels, and lions.Discussion: This study highlights the prevalent connotations in animal-related proverbs used to describe men and women in Algerian and Jordanian societies. It reveals derogatory portrayals of women, reinforcing their subordinate status, while men are depicted with authority and power. However, positive representations emerged, attributing beauty to women and highlighting admirable qualities in men. These findings shed light on the complex dynamics of gender portrayal within cultural proverbs, emphasizing the need for further examination of these linguistic expressions.

This research paper investigates the syntax of idiomatic expressions consisting of the verb and the object/accompanying adjunct (VP idiomatic expressions, henceforth) in two Arabic varieties: Modern Standard Arabic (MSA) and Jordanian Arabic (JA). It shows that in order for VP idiomatic expressions to obtain their idiomatic reading, the predominate pattern of the word order in each variety (i.e., the VSO word order in MSA, but the SVO word order in JA) should be used; otherwise idiomaticity is not possible (with few exceptional cases discussed in the paper). We offer evidence that this restriction on the idiomaticity of VP idiomatic expressions in Arabic varieties follows from a proposed condition that the subject (even if it is not part of the idiomatic expression) and the verb (in addition to the object) should maintain a structurally local relation with each other in the narrow syntax, i.e. they should be included in the vP phase before the spell-out point. The paper shows that the movement of the verb to T⁰ in MSA and JA or lack thereof does not break idiomaticity, nor does the movement of the subject to Spec,TP in JA. These facts are taken as an indication that a distinction between narrow-syntax and post-spellout movements should be made. This provides evidence for proposals that distinguish between pre- and post-spellout movements (cf. Chomsky 2001, among others).