Modern Applied Science; Vol. 12, No. 12; 2018 ISSN 1913-1844 E-ISSN 1913-1852 Published by Canadian Center of Science and Education 217 Students Attitudes toward Blended Learning among students of the University of Jordan Fatima Aladwan 1 , Hussam N. Fakhouri 2 , Abedalsalam Alawamrah 1 & Osama Rababah 2 1 School of Educational Sciences, The University of Jordan, Amman, Jordan 2 King Abdullah II School of Information Technology, The University of Jordan, Amman, Jordan Correspondence: Hussam N. Fakhouri, King Abdullah II School of Information Technology, The University of Jordan, Amman, Jordan. E-mail: h.fakhouri@ju.edu.jo Received: February 8, 2018 Accepted: November 16, 2018 Online Published: November 26, 2018 doi:10.5539/mas.v12n12p217 URL: https://doi.org/10.5539/mas.v12n12p217 Abstract Information and communication Technology and the use of internet has added many values to the educational process. Many approaches has been developed for this purpose including e-learning, distant learning and recently blended learning. Many universities are adopting these approaches for teaching students. Therefore this research aims to examine attitudes of University of Jordan students toward blended learning. A sample of 250 students were selected to complete online questionnaire who have taken blended coursest hat contains aspects of knowledge about and attitude toward blended learning and a high level of preferring toward blended learning. The results of the study indicated that blended learning is useful to Students, and that most students fully understand the goals of e-learning through blended learning. In general the students have shown positive attitude towered blended learning. Furthermore, they have shown adequate information about the field of blended learning and to decide when and how to use the resources provided to them through blended learning. it also indicated that blended learning is more effective than traditional way of teaching to develop and improve the knowledge and skills. The results also indicated that electronic resources provide through blended learning is an effective way that help students to get knowledge and improve their skills, and it has tremendous effect on students life to take responsibility for their own learning process. Keywords: e-learning, blended learning, informational technology, electronic platform, higher education, questioning, attitude, assessment, efficiency, English 1. Introduction Information and communication technologies are the processes, methods of searching, collecting, storing, and processing, providing, distributing information. The use of information and communication technologies (ICT) in the field of Education clearly has positive effects on the learning process. Developments in the information age have had impacts on education as well as on most of the fields. This impact has resulted in the formation of new paradigms in the education-learning process. Some of these paradigms is electronic learning (e-learning) distance learning and Blended learning (Yurdugul&Alsancak-Sırakaya,2013) these educational paradigms has been evolved to use the ICT. The first generation of e-learning or Web-based learning programs focused on presenting physical classroom-based instructional content over the Internet. In the second wave of e-learning, various delivery modes are combined into e-learning which is termed as the “blended learning”. Many higher learning institutions in Jordan implemented e- learning because of its effectiveness as an alternative learning approach. Currently, universities in Jordan are moving from e-learning into blended learning (ex. The university of Jordan has adapted many courses in blended learning) Today, blended learning is one of the most important ways of the educational process. Its advantages are due to the fact that it combines traditional and online learning. Problem-based learning (PBL), often incorporated in the blended learning strategy, is amethod in which a problem serves as the motivation for active learning. The PBL approach is student-oriented approach. Students define the problem and determine learning objectives in order to find a solution to the problem. This approach is based on small groups of students collaborating with each other and the teachers to achieve understanding (Berkson 1993;