Paper Title
The Effect Of Designing Blended Learning According To Kemp’s Model On Developing Educational Technology Students’ Competencies

Abstract
The present study aimed at investigating the effect of blended learning according to Kemp’s instructional design model on developing educational technology student’scompetenciesin an introduction to educational technologycourseat the Basic Education College in the state of Kuwait. The developmental research method withquasiexperimentalapproach with pre and post assessments was used. The virtual Learning environment Moodle was used to apply the research experiment on a purposefully chosen sample consisting of 44 students enrolled in the educational technologycourse during the second semester of the academic year 2017/2018. A list of instructional design criteria was derived and used to design a Blended Learning environment in line with Kemp’s instructional design model. Research instruments used in the study included a cognitive achievement test and an attitude scale. Validity and reliability of both instruments were ascertained. Appropriate statistical analysis was carried out. Results revealed statistically significant differences (α0.05≥) between the mean scores of the cognitive achievement pre and post tests, and the differences were in favor of the post test. Results also revealed statistically significant differences between the mean scores of the attitude pre and post applications, and the differences were in favor of the post application. A number of relevant recommendations and proposals for further research were included. Keywords - Blended learning, Kemp Model, competencies, instructional technology course, state of Kuwait.