Abstract
There is growing demand for blended learning in Saudi higher education institutions, particularly in emerging universities. However, culture, instructional design, and faculty time may hinder blended learning. This study provides a picture of Saudi faculty members' perceptions of blended learning at an emerging university in central Saudi Arabia. It documents supports and challenges that instructors encounter as they implement blended approaches. Several recommendations are provided. Training for faculty members should be offered on a continual basis and workshops should be arranged to build confidence and skills. Workshops should be organized around major topics (e.g., instructional design, e-learning strategies, content creation, learning management system use, student assessment) to equip faculty members with blended teaching skills. Faculty members' adoption of blended teaching can occur with rewards, certificates, stipends, and acknowledgement of their accomplishments during the tenure and promotion process.