Bassam Khalil Hamdan Tabash

Work place: Deputy Vice Chancellor, Administrative and Financial Affairs, University of Technology and Applied Sciences, Sultanate of Oman



Research Interests:


Dr. Bassam Khalil Hamdan Tabash was born on June 26, 1975. He received both Bachelor's and Master's degrees from the University of Jordan and obtained his Ph.D. at the University of Cardiff. He pursued additional qualifications in New Zealand, earning certifications in Methods of Teaching. He entered the Ministry of Finance in 1997 as a Budget Analyst while simultaneously pursuing his master's degree. He joined the Higher College of Technology as a lecturer in October 2003. He held the role of Head of the Business Studies Department in 2007, and in 2012 he served as Assistant Dean for Administration and Finance until 2014. Subsequently, he was reappointed as Assistant Dean for Students' Affairs (2014–2019). From 2019 to August 2022, he led the Department of Business Studies, followed by a tenure as Dean of the College of Economics and Business Administrations at the University of Technology and Applied Sciences from October 2022 to March 2023. Currently, since April 2023, he has held the position of Deputy Vice Chancellor for Administrative and Financial Affairs at the University of Technology and Applied Sciences in Oman. He also engages in consulting work within his field of expertise.

Author Articles
A Comprehensive Meta-Analysis of Blended Learning Adoption and Technological Acceptance in Higher Education

By S. Porkodi Bassam Khalil Hamdan Tabash

DOI:, Pub. Date: 8 Feb. 2024

Numerous facets of life are impacted by the efficient application of technologies. Education, like all other fields, is a major area where technology is used to teach and learn effectively. One of these technologies that instructors and educators have recently become interested in is blended learning. This article aims at identifying the main constructs that highly influence the adoption of blended learning in higher education through meta-analytic literature review and proposing new technology acceptance model that is suitable for digital education tools. About 32 quantitative studies published since 2007 in journals and conferences are selected for performing weight computation and meta-analysis of constructs with a total sample size of 8,168. Moreover, the study also conceptualises the new technology acceptance model for digital education tools, considering both students and instructors as end users. The descriptive statistics indicate that there has been an increase in the number of publications since the year 2020. The results show that perceived ease of use, attitude toward usage, and perceived usefulness on intention to use are good predictors concerning student respondents, while performance expectancy on behavioural intention is found to be a good predictor concerning instructors. The results of the meta-analysis highlight the significance of blended learning in government and educational institutions that prioritises student ease of use and instructor performance expectancy and facilitating conditions. The results prove the effectiveness of blended learning in enhancing student learning experiences while improving educational practises and outcomes. In addition to identifying key factors influencing blended learning adoption in higher education, the study also suggests a novel model for implementing digital education tools, considering both student and instructor perspectives, thereby addressing a critical need in educational technology research. It offers actionable recommendations for policymakers and educational institutions to enhance the quality of higher learning.

[...] Read more.
Other Articles