Virtual Classrooms for Student-Centered Learning in the UAE: A Qualitative Exploratory Study
Rana Tamim, Zayed University, United Arab Emirates
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
In the educational context, computer technology’s introduction has supported existing delivery strategies and resulted in the emergence of new forms within distance education (DE). Blended learning is a popular new mode and is a hybrid between classroom instruction and DE. In the UAE, blended learning is gaining attention especially with one of the newer Universities offering its programs with such a delivery mode. Instruction depends on the use of synchronous virtual classrooms (VC) in combination with face-to-face sessions, and asynchronous self-study sessions. The paper presents the findings of a qualitative research study, where 18 graduate students attending the blended-learning university were interviewed to have a deeper understanding of their perceptions about advantages of the used VC (WIMBA). Interviews also probed their opinions and suggestions about challenges they are facing and how to best design online activities to involve them and increase their online interactivity
Tamim, R. (2012). Virtual Classrooms for Student-Centered Learning in the UAE: A Qualitative Exploratory Study. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 1324-1330). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved January 17, 2019 from https://www.learntechlib.org/primary/p/41789/.
© 2012 Association for the Advancement of Computing in Education (AACE)
- Colis, B., & Moonen, J. (2001). Flexible learning in a digital world: Experiences and expectations. London: Kogan-Page.
- Cresswell, J. (2007). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. New Jersey: Pearson Merrill Prentice Hall.
- Creswell, J.W. (2007). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
- Garrison, D.R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105.
- Ibrahim, M., Rwegasira, K.S.P., & Taher, A. (2007). Institutional factors affecting students' intentions to withdraw from distance learning programs in the Kingdom of Saudi Arabia: The case of the Arab Open University (AOU). Online Journal of Distance Learning Administration, 5(1).
- Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 19-24.
- Moore, M.G., & Kearsley, G.P. (2005). Distance education: A systems view. Belmont, CA: Wadsworth.
- Nasser, R., & Abouchedid, K. (2000). Attitudes and concerns towards distance education: The case of Lebanon. Journal of Distance Learning Administration, 3(4), 1-10.
- Osguthorpe, R.T., & Graham, C. (2003). Blended learning environments: Definitions and Directions. The Quarterly Review of Distance Educaiotn, 4(3), 227-233.
- Patton, M.Q. (2002). Qualitative research and evaluation methods. CA: Sag: Thousand Oaks.
- Rovai, A.P., & Jordan, H. (2004). Blended learning and sense of community: A comparative analysis with traditional andfully online graduate courses. The International Review of Research in Open and Distance Learning, 5(2).-1329 DASHDASH
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.