Abstract
The study investigates the effect of e-learning (studying through an asynchronous classroom only), and blended learning (studying through an asynchronous virtual in addition to a traditional learning), and traditional learning (attending classroom lectures) on students' attitudes.
Three groups studying an Islamic culture course at Umm Al-Qura University in Saudi Arabia have identified randomly. The study sample consists of (148) students, (55) students in the blended learning group, (43) students in the e-learning group, and (50) students in the traditional learning group. To assess students; attitudes in the different groups, attitude scale supported by interviews have been used. The interview sample consists of (6) students i.e. two from each group were randomly selected to be the interviewees.
The results of the study have indicated that there is a statistically significant difference (at the 0.05 level) between the blended learning group and traditional learning group favouring the former. The results of the study have revealed also that there is a statistically significant difference (at the 0.05 level) between the e-learning group and traditional learning group favouring the e-learning group, while no statistically significant difference (at the 0.05 level) exist between e-learning and blended learning in terms of students' attitude.