Dissertations for Information and Communication Technology (ICT)

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https://bspace.buid.ac.ae/handle/1234/477

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Exploring Challenges and Opportunities: Investigating Perceptions and Attitudes of Students, Teachers, Principals and Parents towards Remote Learning in the UAE
(The British University in Dubai (BUiD), 2024-11) ALBASTAKI, SHAIKHA ABDULHAMID; Dr Tendai Charles
This research investigated the perspectives and experiences of the school community in the United Arab Emirates (UAE) regarding remote learning. Employing a conceptual framework informed by existing literature, the study sought to pinpoint essential elements for successful remote education and comprehend the support required for both students and educators. The participants encompassed a diverse range of stakeholders, including students, teachers, principals, and parents. Employing a mixed-method approach, which integrated qualitative and quantitative research methodologies, the study gathered and analyzed data to derive comprehensive insights. The findings obtained from the research highlighted a notable appreciation among participants for the flexibility offered by remote learning methodologies. However, despite this appreciation, there was an unmistakable inclination toThis research investigated the perspectives and experiences of the school community in the United Arab Emirates (UAE) regarding remote learning. Employing a conceptual framework informed by existing literature, the study sought to pinpoint essential elements for successful remote education and comprehend the support required for both students and educators. The participants encompassed a diverse range of stakeholders, including students, teachers, principals, and parents. Employing a mixed-method approach, which integrated qualitative and quantitative research methodologies, the study gathered and analyzed data to derive comprehensive insights. The findings obtained from the research highlighted a notable appreciation among participants for the flexibility offered by remote learning methodologies. However, despite this appreciation, there was an unmistakable inclination towards the traditional modality of face-to-face instruction. Furthermore, the results gained from the study illuminated an intriguing aspect pertaining to the current landscape of online educational practices, hinting at a tendency for knowledge transmission rather than transformative learning experiences. In light of these findings, the study advocates for the adoption of blended learning methodologies, which amalgamate the inherent advantages of both online and in-person teaching modalities. By integrating these approaches, blended learning stands poised to offer a more holistic and effective educational paradigm. Ultimately, this research serves as a beacon illuminating the landscape of online education within the unique context of the UAE, thereby proffering invaluable insights aimed at augmenting educational methodologies and practices in the region. wards the traditional modality of face-to-face instruction. Furthermore, the results gained from the study illuminated an intriguing aspect pertaining to the current landscape of online educational practices, hinting at a tendency for knowledge transmission rather than transformative learning experiences. In light of these findings, the study advocates for the adoption of blended learning methodologies, which amalgamate the inherent advantages of both online and in-person teaching modalities. By integrating these approaches, blended learning stands poised to offer a more holistic and effective educational paradigm. Ultimately, this research serves as a beacon illuminating the landscape of online education within the unique context of the UAE, thereby proffering invaluable insights aimed at augmenting educational methodologies and practices in the region.
Metaverse Applications in High School Physics in the UAE
(The British University in Dubai (BUiD), 2024-03) MUSTAFA, MANAL AHMED YOUSEF; Dr Tendai Charles
The purpose of this study was to evaluate the efficacy of physics instruction in UAE high schools through the adoption of metaverse software, such as virtual laboratories and e-textbooks. The research investigated several topics, such as how instructors thought about preplanning concerning the acceptance of e-textbooks, how e-textbook insertion affected student success, how instructors might integrate virtual laboratories into plans for lessons, and how virtual laboratories could improve the skills of inquiry-based learning in high school physics curricula. multiple-choice questions (MCQ) and open-ended questions (OEQ) questionnaires were deployed in the mixed-methods research to collect data that is both quantitative and qualitative. The results emphasized the value of well-thought-out lesson planning, the necessity for professional development for academics to optimize the advantages of e-textbooks and virtual laboratories, and the instructor's selection of suitable approaches in line with learning objectives. To boost academic accomplishment, the study highlighted the importance of educators' roles in improving instructional procedures, getting input from teachers and students, and regularly utilizing digital resources. Through thoughtful lesson planning, formative evaluation, and individualized actions, the incorporation of e-textbooks and virtual laboratories into high school physics classes in the United Arab Emirates has been demonstrated to improve student learning outcomes. Important elements were identified as crucial elements for the successful implementation like stakeholder input, professional growth, and ongoing improvement of digital resources.
Teacher's Perspectives and Professional Development Needs to Integrate AI Tools in K-12 Sector in the UAE
(The British University in Dubai (BUiD), 2023-10) Kumar, Layana Dileep; Dr Tendai Charles
Artificial intelligence (AI) has enhanced teaching and learning in all sectors of education. Learning about AI at a very young age can foster the 21st century skills of learners. There is an emerging trend to integrate AI across the K–12 curriculum. Teachers play an important role in bringing any kind of innovation to the classroom and in integrating new technologies. To address the growing trend of integrating AI in K–12, the aim of this study was to investigate teachers’ perspectives, beliefs, attitudes, and concerns for the adoption of AI tools in K–12 curriculum and their professional development training needs for the successful integration of these technologies in the K -12 classrooms. This study was theoretically anchored on Technology acceptance model (TAM), Theory of planned behavior (TPB) and Technological pedagogical content knowledge (TPACK). A mixed methods research approach was used to carry out this study. An anonymous questionnaire was used to collect quantitative data from (n= 66) K-12 teachers in the UAE, and qualitative data was collected using focus group interviews (n = 12) with high school teachers. Ten constructs, namely perceived use (PU), Perceived Ease of Use(PEOU) , Self-efficacy(SE), Anxiety, Technological pedagogical knowledge (TPK), Technological knowledge(TK), Technological content knowledge(TCK), Technological pedagogical content knowledge (TPACK), Behavior intention (BI) and ethics were measure through 7-point Likert scale in the survey. Analysis of the data revealed PU as the most significant factor predicting BI and TPACK and SE significantly predicted PU. In addition to this, TK significantly predicted Ethics. Results also revealed educators are positive and motivated to adopt AI tools, although they acknowledge the ethical implications due to the use of AI tools and demand for policies and regulations. Although teachers expressed discomfort and concerns about the use of AI, anxiety didn’t negatively predict their BI. These insights are very useful for policymakers, curriculum developers, and school leaders for planning effective teacher development programs and preservice teacher education.
The Impact of Artificial Intelligence on Cycle 1 Public School Students in Abu Dhabi
(The British University in Dubai (BUiD), 2023-10) AL-JABERI, MAITHA SALEM; Dr Tendai Charles
The abstract of this dissertation is to understand the impact of artificial intelligence (AI) on education while investigating the opinions of the three main stakeholders of education parents, teachers, and school leadership. The study is based in the United Arab Emirates and specifically the capital Abu Dhabi. Moreover, the research findings circulate cycle 1 learners in public schools, ages of these students start from four to eleven years old, and how this advanced tool (AI) can affect their learning. The aim of this research was to get a better understanding of how AI can affect students’ learning and how integration at such a young age might affect them psychologically. The researcher used a mixed-method approach where they combined both quantitative and qualitative research methods. Online surveys were distributed between cycle 1 teachers, school leadership, and parents who have children in the cycle 1 public school and that reside in Abu Dhabi. Face to face interviews were conducted by the researcher, two participants from each category. One of the major findings of this research was that all participants encourage the integration of this tool but share concerns about the safety of these children. With AI being such an advanced tool and always changing with new approaches, how can this affect their learning process and match the 21st century ‘skills the students are learning. Another major finding from the study was how will be the role of teachers, parents and school leadership might change. AI can be very useful for teachers as they can help them to reduce their workload, for school leadership to automate data and allocate resources and for the students to self-direct their learning by asking virtual tutors for extra support at home. Overall, the conclusion of this study is that AI can be a very helpful tool to be introduced very early on in a student’s learning journey without any continuous guidance, but it can also contain some dangers. As much as AI is very new and still being researched by educators all over the world it can be a great addition in the education field.
The Impact of Distance Learning on High School and Higher Education Institutions Students’ Self-Regulated Learning
(The British University in Dubai (BUiD), 2022-11) ALBASTAKI, SARA ABDULHAMID; Dr Tendai Charles
The aim of the study is to examine the impact of distance learning on secondary school and higher education institutions students' self-regulated learning by measuring their attitudes and awareness of self-regulated learning before and during distance learning. Furthermore, the study emphasizes measuring teachers’ support to the learners in developing self-regulated learning skills in addition to school leaders' roles in supporting teachers to promote students' self-regulated learning during the COVID-19 Pandemic in the online learning setting. The study is Mixed Method including surveys and open-ended interviews questions. Data was collected from participants including teachers (N= 128), students (N=12), and school leaders (N=5). The quantitative data analysis was demonstrated through the calculation of mean and standard deviation, while the qualitative data analysis was shown through Thematic Analysis. The results from teachers’ quantitative data showed a neutral perception of supporting students' self-regulated learning during distance learning settings. However, findings from learners’ data revealed they face challenges in coping with Resource Management Strategies in online learning setting in which they struggle to apply strategies efficiently; they experience self-regulation, motivational control, support seeking, and their technological skills as main challenges. Moreover, results of the Online Self-regulated Learning survey demonstrated that the learners show efforts to manage their online learning process in terms of goal setting, environment structuring, task strategies, time management, help-seeking and self-evaluation. As for the schools' leaders, the findings of the interview questions showed a positive level of knowledge in supporting teachers to foster students' online self-regulated learning during distance setting.
The Stakeholders’ Perceptions about the Effectiveness of iPads Integrations in Third Grade English Classes in a Private School in Sharjah, UAE
(The British University in Dubai (BUiD), 2023-10) AL-HUSSAINI, OLA SALEH HUSSAIN; Dr Tendai Charles
The presence of mobile technologies within elementary classrooms has been increasing yet review studies which measure the effectiveness of mobile technologies to support children’s learning in English classes remains scarce. The purpose of this study is to examine the attitude of parents, teachers, and leaders of the iPad’s integrations in third grade English classes in one of the private schools in Sharjah. Also, it will look into the barriers and concerns of this integration based on the stakeholders’ attitude and fully find solutions to these barriers. The study adopted a mixed methods approach to collect both quantitative and qualitative data. A survey was distributed to around 100 parents who have kids in third grade in one of the private schools in Sharjah. Also, six third grade English teachers, were interviewed in the qualitative study to investigate their perception of the iPad’s integrations in English classes. Another interview was conducted to five of the schools’ leaders to understand their attitude of the iPad’s integrations in third grade English classes. The primary goal of the interviews is to dig deeper into the phenomena and get more insights about the research problem. The analysis revealed that parents and teachers have neutral attitude toward the use of iPads, they believe that iPads are important for students learning but not for this specific grade level as it has negative effect on students’ fundamental skills. However, leaders have a positive attitude toward this integration, they claimed that students’ performance has been improved since the introduction of the iPads in classrooms. One significant implication that iPads should be given as helping tool to help students in this age enhance their learning. Additionally, a strict enforcement of the MDM system is necessary, and policymakers should establish a good communication with all parties involved to tackle shared concerns. The results of this paper will provide guidance for educators, administrators, and curriculum coordinators in reshaping instructional methods and offer assistance and solutions to minimize the challenges encountered during the implementation process. Keywords: iPads integrations- 21st century skills - Tablets -Attitudes

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