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.
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.
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.
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.
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.
Exploring Teachers' Utilization of Adaptive Learning Platform Features to Foster Students' Self-Regulated Learning: A Focus on ALEKS Platform
(The British University in Dubai (BUiD), 2024-03) ALMASRI, TASNEEM “MOHAMMED NOOR”; Professor Christopher Hill
Adaptive Learning (AL) is a revolutionary promising technology that employs artificial intelligence to optimize students’ performance and attainment by providing customized learning frameworks that cater to each learner's unique needs. However, the isolated nature of this learning environment has not only necessitated ensuring that students are equipped with the essential skills to thrive within this landscape but also underscored the importance of aligning teachers’ practices to meet this demand. Cultivating students’ Self-regulated learning (SRL) is a critical practice that is needed in this academic setting. A scarcity of studies that explore teachers’ utilization of Adaptive Learning Platforms (ALP) to foster students’ academic competencies, including SRL, was noticeable. Focusing on ALEKS, this study investigates teachers' perceptions of the effectiveness of ALEKS’s features in promoting students' SRL skills. Additionally, the study seeks to assess teachers’ employment of ALEKS’s tools to enhance students’ SRL. Thirdly, this study explores how ALEKS's features could enhance students' SRL. A parallel mixed-method approach was adopted to address the research questions: an online questionnaire and semi-structured interviews. The findings revealed a general affirmation among teachers of ALEKS’s capacity to promote students’ SRL. Moreover, the findings showcased the presence of teachers’ employment of strategies that are believed to foster students' SRL skills within ALEKS context and underlined the need for more consistent engagement. Furthermore, the findings, combined with the theoretical framework, demonstrated ALEKS’s SRL promotion potential. The results additionally highlight obstacles to using ALEKS or other ALPs, and shed light on valuable implications for educators, policymakers, and instructional designers.
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.
ESL Teachers’ Perceptions of Online Teacher Professional Development and Its Barriers in UAE Public Schools
(The British University in Dubai (BUiD), 2023-05) ALARAFEEN, OSAMA SALEEM MOHAMMED; Professor Christopher Hill
This study aimed to investigate the perceptions of English as a Second Language (ESL) teachers towards Online Teacher Professional Development (OTPD) and its perceived barriers in public schools in the UAE. Specifically, the study sought to determine how much teacher characteristics, such as years of experience, gender, and pedagogical and technological background, influenced these perceptions. A quantitative survey methodology was employed to collect data from 300 ESL teachers in public schools. The collected data were analyzed using descriptive and inferential statistics to answer the three research questions. The study found that ESL teachers in public schools in the UAE had positive perceptions of OTPD. The perception of OTPD was significantly influenced by their pedagogical background and years of experience, while gender and technological background had no significant influence. The study also identified the repetition of topics as the most important perceived barrier to OTPD, which was not previously reported in the literature. The findings highlight the importance of sustained, high-quality teacher professional development to enhance student learning outcomes in public schools in the UAE. The study recommends OTPD programs be designed and implemented with consideration for individual teacher characteristics and aligned with curricula to address the identified barriers. The study contributes to the literature by providing insights into ESL teachers' perceptions of OTPD in the UAE and its perceived barriers. It also recognizes the importance of individualizing OTPD programs to address specific teacher characteristics.
To what extent does the usage of Educational Technology affect student performance at a public secondary school in Ras Al-Khaimah?
(The British University in Dubai (BUiD), 2023-03) ALSHEHHI, SHAMESA ABDULLA AZIZ
The 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.
The Digital Transformation in Teaching Methods as the New Normal in Abu Dhabi Private Schools
(The British University in Dubai (BUID), 2022-04) DWEEDAR, LAIALI
The COVID-19 pandemic has given an unexpected boost to digital education in K-12 schools. This pandemic forced a rapid shift to digital learning and accelerated educational digital tools integration. Many educational institutions worldwide have offered online and blended learning programs, citing the benefits of flexibility, accessibility, innovation, and sustainability. In the post-COVID-19 pandemic, digital learning seems to be the best choice that plays a significant role in quality education. According to much research, Online learning will interact with traditional teaching to provide more options, enhance education equity, and promote innovation by merging artificial intelligence and mobile education. The study investigates the digital transformation in Abu Dhabi K-12 private schools during COVID19 and how this shifting to distance learning and using technology tools affects the teaching methods. It also discovers the best teaching methods and strategies teachers adopt to engage the students and enhance their learning. On the other hand, the study explores teachers’ perspectives on digital learning and schools’ leaders' perceptions of the future of K-12 education post-COVID-19. The target sample population of the study consists of teachers, two subjects’ coordinators, one Hod and one school principal from different private schools in Abu Dhabi. A mixed-methods data collection approach was applied to gather quantitative and qualitative data, including an online questionnaire and semi-structured interviews. The validity and reliability of the research tools were assessed carefully to verify that they were appropriate. The findings revealed that teaching methods had been changed from traditional to more flexible methods that fit the current COVID-19 crisis and beyond. The results also showed a positive teachers’ perception of Digital learning, which school leaders believe will continue with us as the new normal. Meanwhile, they found the blended or hybrid learning model as the most successful teaching, and learning model during and post Covid-19.
The importance of computer programming for developing primary students’ future and academic skills: Examining the time and resources allotted for it in UAE schools
(The British University in Dubai (BUiD), 2022-06) ELSAWAH, WAFAA ABDELRAHIM
Abstract Purpose- As the era of technology continues to evolve, programming education has garnered a growing amount of interest. Programming has an important role in preparing students and arming them with the language of the future. The purpose of this study is to demonstrate the importance of programming, discuss the pedagogical philosophy of how programming is taught, identify the barriers to the proper implementation of programming education in UAE primary schools, and finally find solutions to overcome these barriers. Methodology- The study adopted a mixed methods approach to collect both quantitative and qualitative data. Thirteen ICT teachers, from different schools in the UAE, were interviewed in the qualitative study to investigate their perception of the teaching of programming to primary students. A questionnaire was distributed to parents who have kids in primary school in the UAE in the quantitative study. The questionnaire received responses from 499 parents. The primary goal of the questionnaire is to validate the interview results as well as understand the parents' perspectives towards their kids' experiences with the programming being taught at school. Findings- The analysis of data revealed that the good application of programming education in UAE schools is yet to be accomplished. There is a need to reform the teaching of programming in primary schools in the UAE and to raise awareness about it and its importance in the school domain (school principals, teachers, and students) and the community domain (parents). Implications- One significant implication is that teaching programming should be taken seriously by educational policymakers and school leaders as a core subject that should be taught to all students. The study also contributed to the growing body of literature on the value of programming skills and the role of the appropriate curriculum in developing these skills. It also makes some recommendations to the MOE, the school inspections team, school managers, and teachers in order to improve education programming and overcome challenges in UAE primary schools. Originality/ value- This study provides new insights at both practical and scholarly levels. It can shed light on the field's expansion prospects. The outcomes of this study may assist educational policymakers in better implementing programming education, particularly in primary school. Moreover, it helps teachers better prepare for the problems that primary students may encounter with learning programming in schools.
The impact of using self-learning platforms on students' performance and motivating them to learn mathematics in Cycle/3 schools in the Emirate of Abu Dhabi.
(The British University in Dubai (BUiD), 2022-06) ALNUSAIRAT, RAED HAMAD
The United Arab Emirates has worked for several years to consolidate the concept of self-learning among school students. The Ministry of Education (MOE) and the Emirates Schools Establishment (ESE) have provided schools with educational platforms based on artificial intelligence, giving students a greater opportunity for self-learning and making them more self-reliant. Alef Education platform started working in government schools in 2016 and is now considered the most important educational platform in schools because of the support it provides to students to develop their performance. This mixed study aims to identify the impact of self-learning platforms on students' performance and motivation towards learning mathematics in cycle/3 schools in the Emirate of Abu Dhabi. The study targeted 1042 students of both sexes from the Grade/10 and Grade/12 in its advanced and general streams belonging to four secondary schools in the Emirate of Abu Dhabi and 40 mathematics teachers from the same schools. 285 students and 19 teachers responded. The current study revealed the important role of using self-learning platforms in improving students' performance in mathematics and motivating them to learn it. Analysis of students' responses indicated a relatively large influence of the role of self-learning; That is 79.8%. The impact of using these platforms varies with the level of students. Teacher and student responses were significantly correlated. Educators suggested updating the existing platforms to more interactive platforms with simpler and gradual curricula that are compatible with all levels of students and various assessment tools to improve student performance and motivation in mathematics, in addition to using only one platform to avoid student distraction. This study will provide an opportunity for education decision-makers in the United Arab Emirates to develop a system of self-learning platforms to become more sophisticated and effective in improving students' learning opportunities in the future. On the other hand, this study opened the door for future researchers to expand the scope of research on these platforms to include other subjects such as languages and sciences.
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).
THE UTILIZATION OF DIGITAL ASSESSMENT TECHNIQUES IN K-12 EDUCATION
(The British University in Dubai (BUiD), 2022-01) ALAKALEEK, WAFAA SULEMAN IRSHED
Lifelong learning is a crucial component of assessment, ensuring that students meet learning objectives and apply them in real-world situations that meet the needs of an increasingly urbanized society. In evaluating national education systems and comparing them with others, internal and external assessments are critically important, as summative as well as formative assessments help teachers adapt teaching practices according to what students need. As online and blended learning has evolved into dominant teaching pedagogies, digital assessment has become a necessity, instead of a prestigious style like it used to be. The current study sheds light on the effectiveness and reliability of digital assessment and to what extent it can reflect the learning performance of students. Furthermore, the study sheds light on integrating technology into education so that pupils can learn, share, and receive immediate feedback regardless of where they are. This study examines the persuasion and authenticity of digital assessment results in various learning environments as well as whether these methods reflect the intended learning outcomes. In addition, this study will discuss the teacher's role in creating effective digitized assessments and if those teachers receive efficacious training in this regard. Finally, the paper attempts to predict how digital assessments will evolve in non-traditional learning environments. To collect qualitative data, multiple ethnographic methods were used, including interviews with SLTs (school senior leadership teams) to discuss digital assessment's limitations and how to enhance it. In addition, two structured surveys were conducted among instructors and parents from various charter schools to collect relevant data. The study found that technology-based assessments boost students' adherence to learning, boost their motivation for learning, increase their self-regulation, lower costs for schools, and promote greater equity for the student learning process. Similarly, the current study elucidates some of the obstacles that might hamper the prosperity of digital assessments, such as physical distances between students and instructors, as well as insufficient time for data collection regarding student evaluations.
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.
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.
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.
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.
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.

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