Modern technology has become encompassing in all life aspects, it also effected the education today. Blended learning is one of the new teaching methods that aims to improve the potential , motivational and behavioural benefits of education. Blended learning means to merge using online learning experiences beside face to face methods. As The traditional classroom settings have changed from a face-to-face, teacher-oriented approach only to a dynamic integrated learning style called blended learning in order to make a change in the educational context. While blended learning is about finding the right mix for among all possibilities in learning, Preserving the students' psychological health and well being during the stages of distance learning ensures the success of this educational experience and benefit from all available lessons and programs . The decision of reopening the universities during Coronavirus was linked by the implementation of the hybrid education model in order to reduce the number of students in the building by moving some course delivery over the Internet. It was an essential aspect to know whether the students' basic psychological needs are met and fulfilled? And Is it stressful to them ? and How to maintain psychological stable during the hybrid learning ?, etc . So , To address those questions , this research relied on a close observation of students and a questionnaire in order to discover whether the blended learning meets students’ three basic psychological needs, specifically relatedness, competence and autonomy. The Findings concluded that there are many obstacles in the current hybrid education methods in terms of teaching interior design, and the students ’satisfaction was moderate, which affected their psyche negatively and de-energized their motivation for E-learning
Mohey Al Deen, Yomna Mahmoud Sief Al Nasr Ahmed
"Basis psychological needs of interior design students in hybrid learning,"
International Design Journal: Vol. 11
, Article 30.
Available at: https://digitalcommons.aaru.edu.jo/faa-design/vol11/iss4/30