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An Exploration of the Metaverse in Higher Education in the UAE
No full textThis study explored stakeholders’ knowledge and perceptions of a cutting-edge technology known as the Metaverse; looking specifically at its potential benefits and challenges of integration into the higher education sector. Data collection was employed through a mixed-methods triangulation design, which included (a) surveys with university students and professors, (b) interviews with leaders and educators, followed by (c) focus group discussions with undergraduate students. The total number of participants was 300, consisting of 232 university students, 62 educators, and 6 educational leaders. A detailed, systematic analysis of both the quantitative and qualitative data revealed that educators and leaders have more understanding of the Metaverse compared to students. However, although they are more familiar with the concept of the Metaverse, they do not have adequate experience with it in an educational context. Notably, the vast majority of students also lacked experience with it, and had practical concerns about how studying in the Metaverse would be. Ultimately, this study presents stakeholders’ perceptions of the Metaverse in the context of the United Arab Emirates, and the findings indicate that they believe it has potential to be used for teaching and learning at university-level
English Language Instructors’ and Students’ Perceptions and Practices of Integrating Educational Technology into Vocabulary Instruction
No full textIn spite of the growing interest in integrating educational technology into vocabulary instruction to develop vocabulary teaching and learning in recent years, some important areas in such integration have still not been identified and researched. As such, the current study covered these areas by investigating the perceptions and practices of English as a second language (ESL) instructors and students about integrating educational applications (apps) into vocabulary instruction. The research was framed by the social constructivist theory, the technology acceptance model, the cognitive theory of multimedia learning, the semantics theory and the four strands model. The mixed-method approach (questionnaires, interviews and observation) was adopted for ESL instructors and students by applying the explanatory sequential mixed methods design. A total of 106 ESL instructors who taught in ten private universities in the United Arab Emirates, and 461 students who studied the English language as a mandatory course in the same universities participated in this study. The results of this study showed that ESL instructors’ and students’ perceptions were positive regarding integrating educational apps into vocabulary instruction. In addition, their perceptions influenced their practice of integrating educational apps into vocabulary instruction. Some essential findings were revealed: A) the integration improved vocabulary teaching and modelling by ESL instructors; B) it developed vocabulary learning in terms of the cognitive, psychomotor and affective aspects; C) improved speaking skill and formative assessment were neglected by some ESL instructors; D) ESL instructors and students faced some difficulties while implementing this integration; and E) some demographic variables for ESL instructors and students influenced their perceptions about the integration, causing differences in their views. These results produced some implications for practice, linguistics, policymakers, theory and methodology. Some recommendations suggest more opportunities for future studies.
Keywords: educational apps, vocabulary instruction, perceptions, practice
Impact of Teaching Conversation Skills to a Child with Autism at a Therapy Center in Dubai – Case Study.
No full textConversational deficiencies are frequently seen in people with developmental disorders, such as autism spectrum disorder. To teach conversational skills, we employed behavioral skill training. We planned for generalization in the untrained home context with peers and utilized a script-fading package to educate a child with autism to begin social contact across varied activities in the school setting. It was noted that social initiations gradually rose once the script-fading package was introduced. Also, the impacts of the script-fading package extended to peers, parents, caregivers, and an unskilled home environment. By illustrating the transfer of social initiations from the school context with peers to the home environment with siblings, this study builds on earlier studies. This study examines how conversation skills can be taught using scripts and fading the same. The researcher conducted the study with the help of questionnaires, semi-structured interviews, and direct observation. The script fading technique helped to increase conversation and social skills, however, the generalization of these skills was not attained
Link Between Transformational Leadership and Creativity
No full textThis research investigates the impact of transformational leadership (TL) on creativity within organizational settings. Employing a quantitative design approach, the study aimed to identify the relationship between TL and creativity while exploring the best practices for maximizing creative outputs. The research questions focused on understanding how TL stimulates creative thinking and determining the optimal TL strategies for enhancing creativity. Through regression and ANOVA analyses, the study found a significant positive correlation between TL and creativity, emphasizing the substantial influence of TL behaviors on fostering innovative environments. However, limitations pertaining to the sample's limited diversity and the non-normal distribution of data suggest the need for caution in generalizing the findings. While underscoring the need for further research with diverse samples and robust statistical techniques, this study encourages organizations to prioritize TL practices to promote creativity and innovation effectively.
Keywords: transformational leadership, creativity, organizational environment, innovation, leadership behaviors, best practices
Teachers’ and Students’ Perceptions and Barriers to Technology Utilization at Higher Education Institutions in Abu Dhabi, UAE
No full textTechnology has revolutionized every aspect of modern life, and education is no exception. The necessity of utilizing technology in education, especially in higher education, cannot be understated. With the ever-increasing demands for lifelong learning, students must develop digital literacy skills and be able to navigate and use various technological tools. Incorporating technology into the classroom not only prepares students for the real world but also enhances the learning experience. Therefore, this research aims to investigate the perceptions of teachers and students regarding technology utilization at different higher education institutions in Abu Dhabi and to understand the barriers that can hinder their effective integration. The participants of the study were 39 ESL teachers and 53 students. By gathering data from both teachers and students, this study aimed to capture a diverse range of perspectives on the use of technology in the English language classroom. The study employs a mixed-methods approach, including both quantitative and qualitative data collection methods. The quantitative data is gathered through a survey that is distributed to both teachers and students, while the qualitative data is collected through focus group discussions with a subset of participants. The findings of the study are showed that teachers perceive technology as a crucial aspect of a modern teaching approach and that the most prominent factor the perceive as a barrier is the facilitating condition of the institutions. These findings are expected to shed light on the extent of technology utilization in college classrooms, the factors that influence its adoption, and the barriers that prevent its successful implementation. The study's results are expected to contribute to the development of effective strategies that can be used to overcome the identified barriers and promote technology integration in Abu Dhabi's college education
The Role of Lexical Cohesion in Improving Twelfth Graders’ Essay Writing Quality
No full textThis open access book presents contributions on a wide range of scientific areas originating from the BUiD Doctoral Research Conference (BDRC 2022)The current study was conducted to examine the role of lexical cohesion in improving the quality of twelfth graders’ essay writing. The study specifically aimed at examining the correlation between lexical cohesive devices (LCD) and the quality of written texts as well as investigating the barriers of employing these devices for twelfth graders. The context was a private American curriculum school in the UAE. The present paper adopted the quantitative correlational and the quantitative survey research approaches. Data were collected using document analysis of 30 twelfth graders’ essays and an online survey attempted by 113 English teachers. Data were analysed using correlational statistics, multiple linear regression, and exploratory factor analysis. The results indicated that there was a significantly positive, moderate association between cohesive ties and students’ essay scores. The results also demonstrated that there was a significantly linear relation between hyponyms and synonyms and students’ writing scores although hyponyms had more effect on the writing score than synonyms. The findings of exploratory factor analysis identified three factors as major barriers encountered by learners while using lexical cohesion in their written texts including (1) lack of resources and instructions, (2) impact of L1 interference and (3) limited lexical awareness
The Conceptualization, Perceptions, and Practice of Positive Education in University Student Accessibility Departments
No full textRecent studies have started moving the focus of academic contexts from mere achievement to the emphasis on wellbeing and positive psychology. Schools and universities are the main setting where students are prepared for their future, flourish and develop both mentally and academically. The field of education is witnessing a move towards a positive education model that encompasses skills students need in their life and the real world. The model enables learners to: become more aware of their abilities and self-worth, understand the need to be more engaged with themselves and others, and develop an ability to improve on the psychological and academic levels. The United Arab Emirates (UAE) is striving towards implementing a positive education model and positions education as a key element in measuring the nation’s success. It is aiming to be the happiest country in the world; accordingly, the government and its educational entities are launching positive education and mental health initiatives, networks and workshops. More importantly, the UAE is prioritizing its fully inclusive educational system that accentuates the need for right-based education and learner support. To that end, educational policies emphasize that students of all educational needs are taking an integral part in teaching and learning and are being prepared for a future of achievement and wellbeing.
With the UAE underlining inclusive education and positive education, this study aims at investigating: 1) how positive education is conceptualized and implemented in student accessibility departments at a federal university in the UAE, 2) what the perceptions of relevant stakeholders are about positive education, and 3) what model/framework can be proposed to better comprehend and implement positive education. An exploratory sequential mixed-method approach was utilized through the use of triangulation and by means of: document analysis, observations, interviews, surveys and focus groups. The PERMA model which underlines positive emotion, engagement, relationships, meaning and accomplishment was used as the conceptual framework. Data analysis showed that although these five elements are prevalent in the accessibility department efforts, there is still a need for this positive education model to be institutionalized and documented to promote practical implementation and sustainability. This is further supported by literature that states that in spite of the increasing attention toward the growth of positive education, there is still a need to: understand how they are to be implemented in inclusive higher education settings, and to incorporate this educational framework in a more systematic and overt manner. This emphasizes the significance of this study, since it provides suggestions for a relevant framework that can be used in student accessibility departments in higher education through uncovering conceptualization, practice and perceptions of positive education
To what extent does the usage of Educational Technology affect student performance at a public secondary school in Ras Al-Khaimah?
No full textThe study aimed to evaluate how the use of advanced school technologies can improve secondary student performance at the Ras Al-Khaimah Public School in the UAE. To achieve this objective, the study used a mixed-methods approach, which involved collecting both primary and secondary data. The primary data was collected using a questionnaire that was created using Google Forms, and it was shared online with research participants. The questionnaire used Likert Scale questions, which are easier for participants to answer and aid in the data processing. The secondary data was collected from published research and articles that had pertinent information or data sets. The study found that all participants answered the questionnaire, and the average response was '4' for satisfied, indicating that students were satisfied with the Ras Al-Khaimah UAE educators' use of digital technology, such as video streaming, presentations, online quizzes, discussion boards, online experiments, and vision exercises. These results suggest that technology improves pupils' academic achievement and that the use of advanced school technologies can positively impact student performance. However, the study also highlights that the educator's role is equally crucial for employing the proper resources for the right goal. Teachers must be skilled at using several technologies to help students achieve their goals and gain edifying skills. Along with this, it is recommended that the Ras Al-Khaimah Public School focus on curriculum development, in which the adaption of technology must be a priority. This is because technology has become an integral part of students' lives, and they are addicted to internet networks. Therefore, teachers must adapt to the changing times and integrate technology into their teaching methods to help students learn better. Overall, the study provides insights into how the use of advanced school technologies can improve secondary student performance and highlights the importance of teacher training and curriculum development in implementing these technologies effectively. The findings of the study can be useful for educators and policymakers in developing strategies for integrating technology into classrooms to enhance student learning outcomes
Investigating the Effectiveness and Teachers’ Perceptions of Rigorous Curriculum Design for Project-Based Learning Implementation on Middle School Science Students’ Achievement and MAP scores in a Private School in Abu Dhabi, UAE
No full textBackground and Purpose: Project-based learning (PBL) is an active student-centered instructional that has been explored in various contexts of schooling over the years. While the majority of the reviewed studies were conducted in North America, Europe, and part of Western Asia, very limited studies were conducted in the MENA region. Achieving proficiency in science requires students to learn through a high-quality curriculum that allows them to participate in authentic practices resembling scientists’ work that enhance their skills, sustain motivation, and increase their achievements. Therefore, the Rigorous Curriculum Design (RCD) framework was adopted in this study to develop PBL curriculum units that align standards, instruction, and assessments. Since countries’ educational systems accountability is currently evaluated based on student’s achievements in external benchmark assessments and while students are still underperforming in benchmark assessments particularly Measure of Academic Progress (MAP) in the United Arab Emirates (UAE) this study aimed to Investigate the Effectiveness and Teachers’ Perceptions of RCD for PBL Implementation on Middle School Science Students’ Achievement and MAP scores in a Private School in Abu Dhabi, UAE.
Methods: Guided by the perspectives of Vygotsky’s social constructivist theory and Dewey’s experiential learning theory, an explanatory sequential mixed method design was used in this study. Science Standards Knowledge Test (SSKT), teachers’ questionnaires, MAP results, and teachers’ interview questions were adopted as tools for collecting data. Participants included N=304 middle school students, mostly Emiratis, middle school science teachers N=25, and six middle school science teachers that were purposively selected and interviewed as they implemented the RCD-PBL curriculum units. Descriptive and inferential statistics were used to analyze the results of the quantitative tools while thematic analysis was used for the qualitative data.
Results: The findings revealed several significant results: 1) implementing RCD-PBL has increased grades 6 to 8 students’ Pre-Posttest results in the SSKT in the experimental group compared to the control group. 2) implementing RCD-PBL has increased the students’ spring 2022 results in the MAP science exam for the experimental group compared to the control group for grades 6 to 8. 3) Teachers’ perceptions have evolved whereby they are more confident about the implementation of the RCD-PBL. They indicated how their involvement, understanding of the RCD-PBL, competencies, knowledge, and professional development were very important factors that influenced the curriculum design process and its successful implementation. In addition to the type of assessment (GRASPS), resources, delivery time, leadership, and parental involvement and support. Teachers have indicated that RCD-PBL curriculum units provided a coherent, cumulative, and well-sequenced enriched curriculum that helped improved and achieved the quality of education needed for their students and had a positive effect on improving their results in science benchmark exams.
Implications, contributions, and recommendations: It was evident that students were underperforming in benchmark exams due to the lack of a high-quality curriculum that enhances their skills and ensures their engagement in science. In addition, teachers are facing many challenges as they struggled to figure out the best ways to address the standards, plan, and implement PBL in UAE. The isolation that they faced as pioneers in implementing such an approach peripheral to the curriculum in K-12 education was also evident. Therefore, investigating the effectiveness of implementing PBL science curriculum units using the RCD while grasping teachers’ perceptions towards their involvement in the development and implementation process could enhance all UAE students’ results in benchmark exams and help all educational leaders in the country to reach the UAE National Agenda 2031 and 2071. Therefore, further research is suggested with regards to monitoring the effectiveness of RCD-PBL on MAP scores for more than one academic year, investigating the effectiveness of such curricula in different subjects, grade levels, and impact on genders, increasing parental involvement, and examining their perceptions towards such curriculum desig
Triple helix components supporting STEM education to increase future STEM careers in the United Arab Emirates
No full textIncreasing communication between government schools, universities, and industry can benefit
STEM education programs and STEM careers. These collaborations are pertinent in the United
Arab Emirates (UAE) because the nation is aiming to meet the growing demand for a future STEM
workforce by increasing the number of students pursuing STEM careers. The main purpose of the
study is to investigate the stakeholder’s perceptions and responses on STEM education programs,
STEM careers, and triple helix components (THC) in the UAE. The researcher employed a
quantitative methods approach for this study that used questionnaires. The results from this study
showed that the stakeholders had positive perceptions on STEM education programs, STEM
careers, and THC. Further investigation is needed to gain more information about the significant
differences in perspectives between and within the stakeholder clusters