مطالب

Blended learning is a pedagogical approach that combines face-to-face instruction with online activities and has garnered significant interest in recent years. Despite the potential benefits of blended learning, it faces several critical issues that may dampen stakeholders' enthusiasm within universities. Consequently, the current study explores the key challenges of blended learning in higher education institutions. The data for this research were collected through a qualitative approach, using a descriptive phenomenological method and semi-structured interviews with experts in the field. The findings were then analyzed using Colaizzi’s (1978) seven-step method. During our research, interviews were conducted with 14 experts in the field through purposeful sampling. From these comprehensive discussions, a total of 112 significant statements were identified. These statements were then meticulously categorized into ten initial themes, providing a structured overview of the data. Further analysis allowed us to distill the challenges associated with the blended learning approach in higher education into three critical factors. The validity of the qualitative data, based on the four criteria of Lincoln and Guba (1985)—credibility, transferability, dependability, and confirmability—was examined through re-coding by two independent coders and confirmed. The findings reveal that the challenges associated with implementing blended learning in higher education can be categorized into personal, organizational, and support-related factors. Each of these dimensions encompasses various critical elements. Notably, these research outcomes hold significant potential for facilitating the successful adoption of a pragmatic blended teaching and learning approach within higher education.

The Holy Qur’an refers to numerous signs and events pertaining to the afterlife, particularly the Day of Resurrection. One such reference occurs in verse 8 of Sura al-Muddaththir : " Fa Idhā Nuqira fī al-Nāqūr " (So when the trumpet is sounded). Since the expression " Nuqira fī al-Nāqūr " appears exclusively in this verse as a sign of the establishment of the Resurrection, exegetes have differed regarding its meaning and referent. Most commentators interpret " Nuqira " as " Nafkh " (meaning blowing or sounding) and " Nāqūr " as " Ṣūr " (meaning the trumpet or the horn). However, some have suggested that " Nāqūr " refers to the human heart, soul, body, or even the book of deeds. Certain narrative Shia exegetes, relying on Shia traditions, have interpreted this verse as alluding to the time of the advent of the Mahdī (AJ), considering " Nāqūr " to be the blessed heart or ear of the Imam. This article, employing a descriptive-analytical method and examining the relevant opinions and traditions in the exegetical works of both Sunni and Shia scholars, clarifies the meanings of "Nuqira " and " Nāqūr ." The study accepts the primary view and regards alternative interpretations as inconsistent with internal and external evidence, arguing that Shia traditions (assuming their authenticity) should be understood as interpretation ( Ta’wīl ) or exegesis ( tafsīr bil Bāṭin ), in the sense of " Jary wa Taṭbīq " (application and adaptation).