الفهرس 
INTRODUCTION AND BACKGROUNDOnly 14 pages are availabe for public view
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Abstract
Blended learning has gained much attention in recent years owing to serious emphasis on using technology and networking in education. The present study examined the impact of Connectivism Based Blended Learning Program on 11th year secondary stage students’ writing skills. A quasi experimental study was employed with two groups; experimental (N=30 students) and control (N=30 students). A writing pre-test was administrated to measure their writing ability. After the treatment, the post-test was administered to assess their improvement. The flipped model, as one of blended learning models, was adopted, employing Office 365 applications to conduct the study. The research brought forth quantitative and qualitative results by utilizing an independent t-test; it was found that there were statistically significant differences at 0.001 level between the mean scores of the experimental group students on the pre-and the post- application of the Writing Skills Test (WST) in favor of the post one. Hence, there was a significant improvement of the 11th year secondary stage students’ Writing Skills. Consequently, the Connectivism Based Blended Learning Program was effective in developing 11th year secondary stage students’ writing skills and enriching their self-efficacy.