An Egyptian school for further education affiliated to a higher education institution, offered a blended learning course for continuing education learners. However, it was decided after the first week, that the planned blended courses would proceed but through using flipped learning technique. In addition, the instructors would attend professional development training on implementing blended learning prior to the following term. Accordingly, a qualitative study was conducted to understand the implementation of blended learning addressed and to know the views on the effectiveness of the professional development training sessions delivered to the blended learning instructors. Semi-structured interviews were conducted with 17 participants. The theoretical frameworks used in this case study are the community of inquiry by Garrisons (2017), and the diffusion of innovations by Rogers, (2003). In addition, the data was analyzed through content analysis where themes were identified to answer the following questions; 1. How was blended learning education diffused as an educational innovation at University Y and at the Further Education School?; 2.What are the stakeholder’s views regarding the implementation of blended learning education at the Further Education School?; 3. What are the participant’s views on the relevance of the professional development training facilitated to the instructors to address their needs? The results revealed the process of and the views on diffusing blended learning in the university till it reached its’ affiliation. The instructors’ shared areas of satisfactions and areas of concerns regarding the relevance of the professional development training they attended were identified. The findings may aid higher education institutions in understanding the vitality of professional development and the reasons for success and failure in implementing new educational innovation.


School of Humanities and Social Sciences


International & Comparative Education Department

Degree Name

MA in International & Comparative Education

Graduation Date

Fall 1-22-2020

Submission Date


First Advisor

Bekele, Teklu

Committee Member 1

Toprak, Mustafa

Committee Member 2

Zervas, Theodoro

Committee Member 3



151 p.

Document Type

Master's Thesis


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Institutional Review Board (IRB) Approval

Approval has been obtained for this item


I would like to acknowledge everyone who participated in my academic journey and in this accomplishment. Firstly, I would like to thank my mother, my father and my brother whom without their care and support, I would not have been able to overcome a lot of obstacles that unwillingly occurred through this journey. To those who are trying to be here and are here despite the obstacles. To my grandmother’s soul who is not here today, but in a better place after she witnessed the initial steps taken to reach this point. To my friends who helped when they could, and to my fellow colleagues who listened to me in the times of confusion. Secondly, I would like to thank my supervisor Dr. Teklu, for his constant guidance, encouragement and support despite the time constrains. It is my pleasure to be your academic student. Also, to Dr. Nagwa Megahed, Dr. Heba EL-Deghaidy, Dr. Russanne Hozayin, Dr. Jose Cossa and Dr. Malak Zaloouk, who taught me and helped me be a better academic educator and learner. To the committee members who spared the time to provide their constructive feedback on this work, and to Dena Riad who guides all of us the graduate students whenever we need help. Finally, to all of the participants who openly volunteered to spare the time and be part of this research. Thank you all for your support.