Dissertations for Information and Communication Technology (ICT)

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Enhancing Arabic Reading Proficiency as a Second Language: Unveiling the Significance of Audiobooks for Middle School Students
(The British University in Dubai (BUiD), 0004-12) SAAD, HEBA ABDALLA AMIN; Professor Christopher Hill
Purpose- The use of digital tools and platforms in language classrooms has become a crucial pedagogical strategy. The integration of technology has significantly changed the landscape of foreign language education, enhancing both teaching and learning experiences. Considering audiobooks as a useful tool in improving reading skills and language acquisition, this study aims to explore the potential benefits and effectiveness of using audiobooks as a tool for learning for non-Arab students in Dubai, as there is a diverse student population including individuals from various cultural and linguistic backgrounds which can present significant challenges. It also discusses the pedagogical philosophy of how teachers and students use this tool, identifies the obstacles to the appropriate use of audiobooks in Middle Schools in Dubai, and lastly, make suggestions about how to get through these obstacles. Methodology- Both qualitative and quantitative approaches were employed to collect the study's data. Eleven Arabic teachers from different Dubai schools participated in this qualitative study to determine the significance of audiobooks for non-native Arabic speakers enrolled in Dubai middle schools. The quantitative investigation included a questionnaire. 111 parents who have children enrolled in middle schools in Dubai answered the questionnaire that was sent to them. The questionnaire's main objectives are to validate the findings of the interviews and to ascertain the parents' opinions regarding the value and efficacy of audiobooks as a teaching tool among Dubai's non-Arab student population and the potential effects this may have on middle school students' reading skills. Findings- The analysis of data revealed that the good application of Audiobooks in Dubai schools is yet to be accomplished. Audiobooks have emerged as a promising tool for enhancing reading skills and language acquisition. They provide learners with an immersive and interactive experience, combining oral and written language comprehension. Audiobooks have been found to improve pronunciation, fluency, and comprehension skills. Implications- One significant implication is the need to examine the correlation between audiobooks and the curriculum and to raise awareness about it and its importance in the schools. The study also makes some recommendations to integrate cross-curricular connections between the subjects being studied and the language content, thereby enhancing the overall meaningfulness of the learning experience for the students. Originality/ value- This study provides new insights at both practical and scholarly levels. The findings of this study can provide valuable insights into the effectiveness of audiobooks as a supplementary tool in Arabic language instruction. This can contribute to the development of more comprehensive and innovative teaching approaches that cater to the diverse learning needs of Arabic foreign learners. Moreover, it can help educators and language instructors make informed decisions regarding the integration of audiobooks into their teaching practices. By understanding the benefits and limitations of audiobooks, instructors can effectively incorporate them into their curriculum, thereby promoting a more engaging and interactive learning environment for Arabic language learners. Keywords: Arabic reading skills, E-books, audiobooks.
Can ICT training change teachers' attitudes towards using technology in teaching? A perspective from a U.A.E high school
(The British University in Dubai (BUiD), 2009-10) Badran, Basel.A.R.
This action research explores the effect of the provision of sustainable ICT training to teachers on changing their attitudes towards increased ICT use in teaching. The research also sought to identify barriers and enablers to ICT uptake at different levels. An ICT in-service training was offered to three government high school teachers who initially responded to an ICT competence audit. The teachers also responded to an ICT survey before and after the training. The instrument collected information on their level of ICT use, their attitudes and opinions towards technology use and finally their training experiences. Data from both surveys as well as interpretive observations and interviews during the 8 months of training were analysed and compared. Results suggest a positive shift in teacher's attitudes towards ICT training and ICT use in teaching. The study also identified three fundamental issues that greatly affect the teacher's attitudes towards technology and their degree of adoption and use of ICTs within UAE government schools; (a) sustainable in-service training, (b) access to ICTs, and (c) sustainable guidance and technical support.
ICT in Education in the UAE: An investigation into the use of ICT poster workshops on ‘Road Safety Campaigns’ with Male Emirati Students
(The British University in Dubai (BUiD), 2010-05) Selama, Kamal Ben
Information and Communication Technology (ICT) is still considered as a stand-alone subject in many countries – the UAE included. However, ICT has become vital and decisive in establishing a skilled workforce and empowering citizenry. This research outlines the importance of integrating ICT into the wider curriculum. It describes the use of ICT in an innovative way in order to enhance learning and to help students become active participants in the community. This study uses the mixed methods approach. Quantitative data is collected through administering a questionnaire to students on driving behaviour. This is then followed by workshops where students use ICT applications to create visuals in order to discuss and debate the issue. Finally, interviews with students were held first, to find out about their perceptions on using ICT for learning and second, to discuss their conceptions about driving attitudes and behaviour and the role of ICT in promoting citizenship. Results showed that the participants’ use of ICT in order to produce “Road Safety” posters was motivating and engaging. Besides, ICT was able to unveil the participants’ perceptions towards driving behaviour and attitudes. The study encountered a number of limitations mainly the lack of research on the inclusion of ICT in the wider curriculum in the UAE. as well as the unavailability of data from the UAE Ministry of Education on the systematic and strategic plans for the inclusion of ICT in teaching and learning in the UAE.
Meeting the need for online learning at the HCT: Investigating alternatives to BBVista
(The British University in Dubai (BUiD), 2011-04) Al Mansoori, Aamna Esmaeel
Backboard Vista (BBVista) is the learning Management System (LMS) of choice in 60% of institutions of higher education around the world (LAMS, 2006). Nevertheless, there is an increasing awareness of the limitations of this tool in the face of rapid technological change, such as the widespread use of social media and individual learner preferences for online tools (Siemens, 2010). This study evaluates the strengths and weaknesses of BBVista as the current institutional learning management system at the Higher Colleges of Technology (HCT) and investigates the viability of its possible replacement with the open source alternative, Moodle, which offers increased usability at a fraction of the cost (Siemens, 2010). The value of personal learning networks (PLNs) is also explored as a means of increasing learner autonomy. Findings show that, although e-learning is becoming more common place amongst staff and students at the HCT, there is no distinct preference for any one repository and teachers and learners are largely independent in their choice of online teaching and learning tools. This implies the need for flexibility, allowing for individual preferences and experience with ICT, but also the need for a set of overarching values, to respond to the changing role of the institution as a provider of information and the shift, for educators, from sources of knowledge to facilitators of collaborative information management. The study examines ways of supporting learner autonomy, including the incorporation of collaborative tools such as wikis, blogs and discussion boards into the LMS, and the effects of these tools on learner behaviour. Finally, recommendations are made for the inclusion of e-learning activities on ITEC N100: Computing Fundamentals, including a reflective approach to assessment to facilitate the setting and meeting of goals in the process of lifelong learning.
An Exploration of Female Emirati Students’ Experiences with the Use of Laptops in Mathematics Classrooms
(The British University in Dubai (BUiD), 2011-04) El Hazzouri, Hiba
This study was designed to explore the students‟ experiences with laptops used in mathematics classrooms in a college at the United Arab Emirate, during the first year of laptop program implementation. The study aimed at investigating how laptops were utilized by both the students and teachers to learn mathematics, exploring the students‟ attitudes towards it, and capturing teachers‟ reflections on the experience. Specifically the research questions that guided the study are: 1. In what ways were the laptops utilized in mathematics classrooms during a period of two semesters (one year 2009-2010) by both the students and the teachers? 2. How did the students feel about using the laptops in learning mathematics? 3. How do the mathematics teachers evaluate using laptops by the students in their classes? Both qualitative and quantitative methods were used to collect data including: student questionnaires, teacher questionnaires, classroom observations, focus groups with students and interviews with the teachers. The sample of this study consisted of 58 female emirate students at the foundation level of a government funded college and their three mathematics teachers. The findings of the present study reveal that despite of the reported benefits of using the laptops in mathematics classrooms; students were facing some difficulties in the first year of implementation of the laptop program and so developed negative attitudes towards the use of laptops to learn mathematics. Recommendations, based on the findings of the research, are suggested at the end of this paper and are addressed to both mathematics teachers and decision makers at the college for improvement of the program in the coming years.
A Study of Teachers’ and Students’ Perceptions on Using Robots to Learn Programming
(The British University in Dubai (BUiD), 2013-03) Arif, Shehla
This study seeks to explore primary and secondary students’ and teachers’ experiences, attitudes and beliefs of learning and teaching programming respectively with robots in a private school in Abu Dhabi. Specifically the research questions that guided the study were 1. How do primary school students perceive using robots to learn programming? 2. How do secondary school students perceive robotics to get introduced to engineering and programming careers? 3. How do teachers perceive using robots as educational tools to teach programming? A qualitative method was used to collect and analyse data with student and teacher questionnaires; focus group and teacher interviews and classroom observations. The sample of this study included 53 primary students, 12 secondary students and 6 teachers at a private school in Abu Dhabi following the UK curriculum. The results of the present study revealed that while most of the primary students are highly motivated and interested in robotics, only very few developed problem solving or critical thinking skills and transferred concepts to other subjects or real life. All the secondary school students who have optionally taken robotics in order to participate in the competitions were motivated, interested and perceived the subject as a stepping stone to STEM careers. While all the teachers perceived robots to be valuable educational tools they also identified difficulties in its successful implementation. Recommendations, based on the findings of the research, are suggested at the end of this paper and are addressed to educators for improvement in the implementation of robotics in schools and to researchers to develop better teaching and training strategies for teachers and activities to cater to students of all abilities.
Teachers’ Attitudes and Perceptions towards the Use of Information and Communication Technology (ICT) in Education and the Effect of Training upon ICT Uptake
(The British University in Dubai (BUiD), 2013-06) Elshal, Samah M.
The teachers’ attitude toward ICT is crucial in the implementation of computers as a teaching aid. The purpose of this study was to investigate teachers’ attitudes towards the use of ICT and the effect of training upon ICT uptake by them. Three subject teachers from (N) School in Sharjah UAE were selected using a purposive sampling technique. Both qualitative and quantitative data collection methods were used in the study where questionnaires were administered before and after the training; followed by weekly journals after each class for seven consecutive classes. Descriptive statistics were employed for analyzing the quantitative data and weekly journals were transcribed verbatim and then coded. Based on the finding, all the respondents were females with the age range of 20-49 years old. All teachers had ICT training but vary in the duration of the training. Teachers had positive attitudes towards and good competence at ICT and both attributes strengthened after the training. However, teachers’ computer perceptions and attributes were between neutral and positive with no significant improvement after the training. In conclusion, although teachers had positive attitudes and good computer competence based on the quantitative data, the qualitative data indicated that their utilization of ICT as a teaching aid is very limited. Future studies are required to explore the causes as to why teachers’ utilization is limited despite good attitudes about and competence at ICT. In addition, the causes of low teachers’ cultural perception and computer attribute that did not improve after the training should also be investigated. This study was done with three subject teachers all were female working in a suburban school, therefore, future investigations should include schools with various socio demographic characteristics and with a wider variety of subject teachers.
The effect of online time on students’ academic performance: A study of cycle 1 and cycle 2 students in Abu Dhabi, UAE government schools
(The British University in Dubai (BUiD), 2014-03) Sharabassy, Nermin Hamed
The last few years have witnessed a rapid growth in technology all over the world. This growth is evident in the great increase of Internet use and the technological devices that have been invented and commonly used in a very short time. Using the Internet has become the main source of getting information in all fields of knowledge. The benefits of using the Internet are widely spread to include different aspects of life; communicating with friends, booking flights to any destination in the world, checking bank accounts, paying bills, and helping with any kind of educational needs such as doing homework or research, preparing for assignments , projects and final assessments. This study is focussed on the time students in cycle 1 and 2 of Abu Dhabi, UAE government schools are spending online, and how it is affecting their academic performance. This study will also investigate the effect of this online time on their academic achievement and the perceptions of teachers, parents and the students themselves on the impact of this online time on their academic achievement at school. The study also focuses on the various Internet activities that the students are busy working on, and if online time can be beneficial for them to do their homework, school projects, and to be prepared for their final assessments, or is it merely a tool to communicate with friends through various social networks to play games, check emails and be used for entertainment only. The findings of this study have suggested that online time has a positive effect on the students’ academic performance unless it has not been used wisely within good online time management at school and at home. Online time can be used as an interactive factor to enhance the learning process if it is used wisely in a way that can stimulate the students’ needs and attention.
iPad iPedagogy: A study of teacher perceptions on the impact of the iPad on teaching and assessment practices at a third level college in the United Arab Emirates
(The British University in Dubai (BUiD), 2014-04) Mullen, Carmel
This investigative study explores teachers’ perceptions of the opportunities and challenges associated with adopting the iPad as the primary learning resource and considers if the adoption of the device has facilitated innovative learning opportunities. It also discusses how the iPad has impacted assessment practices. The findings report both opportunities and limitations associated with the device and identify a core list of applications (apps) which teachers reported as effective in the classroom. It further identifies factors which discouraged teachers from experimenting with the device in the classroom. A pedagogical framework is outlined which could help teachers evaluate their use of the tablet. The paper concludes with recommendations to help alleviate factors which teachers identified as challenges and discusses approaches which could be adopted by policy makers and administrators which could help teachers maximize the potential of the iPad to help launch a new era of innovative, learner-centred education.
Impact of ICT on teaching and learning in the United Arab Emirates
(The British University in Dubai (BUiD), 2019-03) KUZBOR, AMER
The ‘information age’ is described by open computing, the World Wide Web and a various types of users. In the United Arab Emirates, schools have to adapt the changes to realign efficiently with ‘the information age’. For this reason, schools are trying to develop new skills and abilities by reorganizing and restructuring in order to allow such effective transformation. This study examines the impact of technology (termed as ICT) on teaching and learning in American International School (AISA) in Abu Dhabi. The purpose is to get insight on the consequences of good usage of technology in teaching as well as the contribution of technology to students learning. The methodology of this research uses a mixed approach which is qualitative and quantitative, two surveys with both teachers and students and one interview with teachers were conducted by the researcher that included a group of research questions which looked for answers on the status of ICT in the American International School in Abu Dhabi, consequently, its impact on teaching and learning. However, most of the teachers agree that ICT influence their planning of teaching concerning course preparation, even though, a mismatch is found between policy and implementation. A little is being made regarding the training of the teachers for developing their skills in all aspects of ICT. In addition to that, the teachers in the school require support and time in order to use recent technologies and strategies so they can improve their personal work before to learn using them in the teaching process. The school sounds to produce students with skills as the main contribution of ICT instead of being an instrument to improve the different intellectual abilities of the students, even though, it is very interesting to find that there is a positive attitude about the use of ICT in the school.
The Knowledge Functionality in the Teachers’ Online Social Networks (TOSN) in UAE
(The British University in Dubai (BUiD), 2019-03) AL-RASSOUL, ASHRAF SHAWKY
The issue of teachers' professional development is a challenge for educational systems and educational experts as a result of the rapid changes that occur in societies and affect the educational process. These changes including the tremendous development of communication technology, have led both educational institutions and self-motivated teachers to digital platforms in search of professional development. Formal platforms have been established by educational institutions, and informal platforms have been established on the social networks of teachers. This study examines the professional knowledge in the teachers' online social networks (TOSN) in terms of editing and exchanging. This study also seeks the factors affecting this knowledge in order to analyze these networks and evaluate the role in the teachers' professional development and recording the advantages of these communities for investing in future projects for the establishment of such platforms. The study found through the questionnaire that teachers accept these TOSNs because they provide them with professional development and achieve this goal better than traditional programs for professional development. The study has also found that this knowledge is applicable, which positively affects the outcomes of the educational process. One of the factors influencing the promotion of this knowledge is the encouragement of members in these communities to participate, the presence of trust among all members of society, use case-based learning style, possessing digital communication skills.
Investigating the Use of “Lughati Tablets” to Promote Arabic Reading Skills to Students with Special Educational Needs and Disabilities: A case study at The Sharjah City of Humanitarian Services (UAE)
(The British University in Dubai (BUiD), 2019-10) Obaid, Nada
Acquiring reading proficiency starts at early ages and develops throughout the years however with Special Educational Needs and Disabilities (SEND) children, this process does not on the whole move along standardized norms for reading development based on chronological age. This study examines the reading development of SEND students who are using Lughati tablets as Assistive Technologies (AT) to support their reading progress in Sharjah City for Humanitarian Services (SCHS). Investigating the use of AT is important due to the various tools that these tablets provide to enable SEND students access educational resources. The study seeks to find answers to 3 main topics: How effective are Lughati tablets in improving the SEND students’ Arabic reading skills? What are the teachers’ and IT supervisor’s experiences and opinions towards using Lughati tablets with SEND students? How can Lughati tablets be best used to support SEND students in developing their reading skills? A total of 10 SEND students diagnosed with down syndrome, mild intellectual disability, cerebral palsy and borderline intellectual functioning were examined in this study. The methodology involved both qualitative and quantitative methods and data was collected from the SEND students’ performances as well as teachers’ interviews. Results revealed that overall the Lughati tablets are worth investing for these types of disabilities however it does not imply that these students will be able to read Arabic on their own or score within the normal reading ranges of typically developing children after using the Lughati tablets. The borderline intellectual functioning and cerebral palsy students scored the highest compared to the other disabilities in the study. The mild intellectual disability candidate required more time to develop one reading task at a time whereas the down syndrome students were the least achieving due to their lower capabilities in phonological demanding tasks. Down syndrome students showed progress in visual related tasks more than the other tasks. The study highlights that it might be beneficial for SEND students to use Lughati as an AT along with other comprehensive and explicit reading instructions. In addition, teachers showed positive attitude in using Lughati tablets in their classrooms and they highly recommended that the tablets get modified to be tailored to these students’ learning needs and capabilities. Interestingly, teachers were using Lughati tablets to assist borderline intellectual functioning students in overcoming their learning difficulties and later enroll in regular education schools. Although this study is limited to a small number of participants and is based in a single location, this study conveyed the possibility of using Lughati tablets to teach SEND students reading Arabic. Finally, further research can be done to examine the effect of collaborative learning when using Lughati tablets on the SEND students’ reading skills.
Exploring the Use of Social Media and the Associated Ethical Considerations in Paramedic Education
(The British University in Dubai (BUiD), 2020-07) Sookraj, Sunil
Social Media (SM) is ubiquitous in paramedic students’ personal learning environment. SM has the potential to add value as an educational tool. However there are disadvantages such as not being accepted as formal learning tools and potential for inappropriate use. The purpose is to explore how paramedic students and paramedic educators use SM, and the associated ethical considerations, in paramedic education. The study was conducted in the interpretative paradigm using a mixed methods approach. A sequential qualitative then quantitative strategy was employed to interview educators and survey students respectively. Data from the interviews was used in the construction of the survey questionnaire. 90% of students want to use SM for their paramedic studies. YouTube (72.5%), WhatsApp (47.5%) and Medical applications (47.5%) are the most highly used SM applications. 70% of students use SM to gain further knowledge and improve their understanding. 54.5% spend more than one hour per day using SM for education. At least 60% of all students are aware of the SM policy at some level. 77.5% of students know how to behave ethically when using SM for paramedic studies. Participants highlighted the need for a specific SM guide and additional SM ethics training in paramedic education.
Assistive Technology's Effect on the Academic Performance of Students with Disabilities: An Investigative Study at Higher Education Institutions in the UAE
(The British University in Dubai (BUiD), 2020-11) Alsoori Alzaabi, Abdulla
Assistive Technology (AT) has a significant role in helping people with disabilities to function better in society. The AT becomes an indispensable tool across the education realm, which can be linked to the more significant academic achievement for Students with Disabilities (SWDs). Furthering and integrating AT in higher education settings permits the practice of independence and social participation of SWDs along with their peers free from discrimination based on disability. Accordingly, the United Arab Emirates (UAE) provides great efforts to promote social inclusion by integrating people with disabilities in everyday activities, such as work, sports, and education. The UAE embraced best global practices and solutions in this field through the standards of services provided, initiatives, and technology as a result of implementing the National Policy in Empowering People of Determination and Federal Law No. 29 of the Year 2006 on the Rights of People with Special Needs. This study aims to examine the effects of AT on the academic performance of SWDs in Higher Education Institutions (HEIs) in the UAE. A mixed methods approach of data collection was applied to gathering data quantitatively and qualitatively, which included a questionnaire, interview and analysis of official documents. The target sample population of the study consists of SWDs, teachers and specialist staff who understand the necessity of AT services and evaluate barriers in promoting AT effectively. This study revealed the extraordinary benefits of the use of AT as a way to increase the academic performance of SWDs in HEIs and identifies the major challenges that hinder the successful implementation of AT. The study recommends establishing AT services and support centers in HEIs along with creating an AT Act to be regulate these provisions in the UAE
Enhancing Students’ Learning and Engagement through Formative Assessment using Online Learning Tools
(The British University in Dubai (BUiD), 2021-03) Elbasyouny, Tariq Refaat Bahieldeen
Because of the rapid development of technology and its web- based applications and online tools, the current study sheds light on the effectiveness of online tools on both learners’ performance and their engagement. At ATA (ADNOC Technical Academy) in the United Arab Emirates, fifty students and five teachers have participated in the study by using a multiple of online tools in a six-month foundation course. Students have completed an online survey about their attitude towards the use of line tools. Structured interviews have been conducted with the teachers to answer questions about their experience of using online tools in the teaching process. A convergent parallel mixed methods approach has been followed to analyze quantitative and qualitative data. The current study has presented analytic data for students and teachers’ responses. Using descriptive analysis, the study reveals that using online tools in the learning process enhances the performance and engagement of the students in English subject.
The Impact of the Remote Flipped Learning Approach on Perceptions of Learning and Students’ Engagement during COVID-19: A Mixed Method Case Study Research of an Undergraduate Pharmacy Course in a private UAE university
(The British University in Dubai (BUiD), 2021-05) Ali Mir, Zainab
The objective of this Mixed-Method Case Study Research (MMCSR) was to investigate and analyze student's engagement, and the perception of the learning experience in the Remote Flipped Classroom (RFC), from the perspectives of the students and the instructor. The study was focused on an undergraduate pharmacy course taught through the RFC approach in a private UAE university. The study utilized Reeve’s Learning Engagement Scale (LES) Questionnaire as the quantitative tool to analyze the student's overall engagement across Behavioral, Emotional, Cognitive, and Agentic constructs. The students' and the instructor’s perceptions of learning in the RFC were collected through semi-structured interviews. The data was collected from 18 participants in total. For the quantitative results, descriptive statistics were employed, while analysis of the qualitative data was completed through Thematic Analysis. The findings of this study revealed an overall positive learning engagement for the identified engagement constructs, and positive student perception of the RFC approach, with Flexibility, Deep Learning, Autonomy, and Agency as the major themes emerging from the qualitative analysis. Findings from the instructor also indicated a positive perception of the RFC approach, with Interaction and Feedback, Assessment of Learner Understanding, Class Preparedness and Experience with Educational Technology resources as the themes emerging from the qualitative analysis.
Investigation into teachers' reflective practices of applying gamification in a hybrid learning context
(The British University in Dubai (BUiD), 2021-06) MOUSSA, SHADI ABD AL BAQI MAHMOUD
The ubiquitous availability of classroom technologies has invoked a stern migration from the normal lectures in classrooms which is traditional to one which is delivered in an integrated and digitalised environment of learning. These environments for learning which are interactive provides teachers with the opportunity to change their process of teaching by the incorporation of elements of games and these can be seen in this study as a driving force for motivating students towards their goals and for promoting competition, capturing the attention of students, fostering effective teamwork, and also communication. A systematic review of literature is presented in this paper for the systems of game-based learning along with different implementations of gamification and the framework which integrates the design of the elements of games in the context of higher education. Furthermore, some previous research works on the field were gathered from different database for this review. The overall aim and objective was to understand and identify the way systems of learning which are gamified can be applied in higher education along with their usefulness and influence. Findings derived from this research can enable universities of higher education to explore and employ teaching systems and efficient gamified forms of learning which can improve the overall performance, motivation, and engagement of students. Therefore it is highly recommended for gamified learning to be applied in higher education in order to enhance the learning experience of students and to increase their motivation.
Developing a hybrid model for ESL learners in HEIs in the UAE
(The British University in Dubai (BUiD), 2021-06) Beer, Timothy
The object of this study was to find out what the main factors are to consider when utilizing a hybrid model in Higher Education Institutions in the UAE. The advantages and disadvantages of the hybrid model were looked at as well as what could be done to ensure students success. The study took a mixed methods approach with surveys and interviews being conducted. Data was collected from forty-five participants and the quantitative data was analyzed using descriptive statistics which were then deduced and interpreted. The data revealed mixed opinions about teaching and learning with the hybrid model. The results from the qualitative research reflected and corresponded to the quantitative research. Despite the findings revealing the hybrid model to be an efficient flexible model its efficacy for undergraduates that are ESL learners is questioned. The study revealed motivation and student engagement to be the main issues.
The impact of Blended Learning in Teaching and Learning during the COVID-19
(The British University in Dubai (BUiD), 2021-06) NISANA, FATHIMA
The purpose of this study was to find out the impact of blended learning in teaching and learning in the light of COVID-19 in a private school in the UAE. The study was carried out to investigate critically, the usefulness of blended learning in the continuation of education and its effectiveness. A mixed-method approach was used for data collection. Data was collected through surveys and interviews. 72 participants took part in the study. Students, teachers, and parents expressed their views on blended learning. To calculate the mean and standard deviation of quantitative data Microsoft Excel was used and thematic analysis was used for qualitative data. The researcher found out that the instructors, learners, and parents had a positive approach to blended learning. The efficacy of blended learning was calculated through factors such as feedback, collaboration, motivation, and assessment. However, participants suggested that proper training should be given in terms of technology adoption.
LANGUAGE INSTRUCTORS’ PERCEPTIONS OF L2 SKILL ACQUISITION WITH ONLINE EDUCATIONAL TECHNOLOGY DURING COVID 19
(The British University in Dubai (BUiD), 2021-11) MCQUEEN, OLIVER GILES
This dissertation aims to dissect the perceptions of English instructors and their understanding of how the global pandemic and advancement of Educational Technology (EdTech) has impacted L2 acquisition. Theorists such as Skinner (1957), Chomsky (1959), Krashen (1988) and Vygotsky (1980) have critically examined effective strategies in which L2 acquisition can be applied. As a result, this dissertation draws upon these views and connects them with the perceptions of highly educated working professionals, who teach in the field of TESOL, thus providing valuable feedback on achievable, insightful and progressive strategies that can be implemented within the UAE Educational System. The findings from this research may help in understanding the pedagogical methods that teachers apply in their teaching. It provides a cross analysis of both qualitative and quantative data in order to assess the current changes taking place during Covid 19. This is significant, as teachers are the keys to learning. They are often overlooked, overworked and neglected when making important decisions within the field of education. Therefore, this dissertation attempts to capture their personal views at a time of much change, allowing for a deeper understanding of teaching methodology that transcends the four walls of the classroom. Adding to the already, well established frameworks of L2 acquisition, adding value where required, from experienced teachers, will undoubtedly be a means for students, and parents to learn from and essentially provide better ideas for overall school improvement (Knapp, 1997).

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