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Browsing University Archives by Author "Alawadhi, Azza"

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    A Case Study Exploring ESL Instructors’ Perspectives of Blended Learning in UAE Higher Education
    (SpringerLink, 2024) Alawadhi, Azza
    Recently, universities and colleges across the United Arab Emirates have been actively incorporating new learning technologies to facilitate blended learning pedagogy mandated by the Ministry of Higher Education during the COVID-19 crisis. Despite its popularity, blended learning is still a relatively new approach to learning across higher education in the UAE. This small-scale qualitative study seeks to gain insights into instructors’ perspectives of blended learning in an ESL program at a federal college in the UAE. Semi-structured interviews were used to identify the benefits and challenges perceived by instructors teaching in this context. The results revealed several key benefits, including increased flexibility, improved accessibility, and timely and continuous learning. However, instructors also reported increased academic workload, technical issues, and a lack of professional development as barriers. The findings offer recommendations, implications, and possible future directions for stakeholders and academics to inform future directives.
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    Using Nearpod to Promote Engagement in Online ESL Classes: A Mixed-Methods Study in the Context of Higher Education
    (Springer Link, 2023) Alawadhi, Azza; Thabet, Rawy
    Student Response Systems such as Kahoot!, Socrative and Nearpod have become one of the latest trends in teaching and learning across higher education. However, despite the popularity of these platforms, the integration of SRS in teaching is still an evolving field of study. This mixed-methods study draws on undergraduate students’ perceptions of using Nearpod to facilitate teaching and learning in an online English course at a federal higher education institution in the UAE during pandemic teaching. A combination of self-report surveys (N = 90) and in-depth interviews (N = 5) were used to collect data for this study. Findings suggest that students perceived Nearpod to promote fun and enjoyment, enhance knowledge and understanding, and improve classroom dynamics. Results indicate a generally positive response, with 93.3% of students reporting that the instant feedback afforded by Nearpod improved their understanding, while 83.4% reported an increase in interactivity. This study confirms previous findings, suggesting that SRS such as Nearpod could foster effective student engagement, increase participation, and enhance students’ online learning experience. The study also found that there were no significant gender differences in students’ perceptions of Nearpod. Pedagogical implications are further discussed, and future research suggestions are provided.