Cognition and Participation: Classroom Reform in the Arab World

Kim, Yoonjeon; Albeiz, Tahany; Aburizaizah, Saeed Jameel; Bridges, Margaret; Fuller, Bruce; Qutub, Manal Mohammed Taher

doi:10.1086/705382

Cited by 3 publications

(3 citation statements)

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“…The action research was carried out as a part of the faculty development program at a university in the Kingdom of Saudi Arabia (KSA). In line with Saudi Vision 2030, universities are learning the best practices in curriculum development and state-of-the-art pedagogical methods (Kim et al , 2019). The faculty members increasingly realize the importance of developing curricula based on research and scientific methods.…”

Section: Methodsmentioning

confidence: 99%

Enhancing student engagement through heterogeneous pedagogical approaches: action research in a university level course in Saudi Arabia

Asif

Thomas

Awan

et al. 2021

IJEM

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PurposePrevious studies have mainly discussed the impact of student engagement on different facets of academic performance. Research on the approaches to promote student engagement in a classroom setting (i.e., micro-level practices) is relatively sparse. This paper provides a framework for enhancing student engagement in a university undergraduate classroom setting.Design/methodology/approachThis study builds on action research. At the core of this approach is making interventions through a set of pedagogical approaches, derived from the literature. The impact of these interventions was measured, followed by reflections on the outcomes and developing a future improvement strategy.FindingsStudent engagement can be enhanced by using heterogeneous pedagogical approaches that positively influence student performance. Further, the use of mixed pedagogical approaches helps students and teachers acquire meta-cognitive knowledge (i.e., knowledge of their learning preferences) and sets the direction for learning.Research limitations/implicationsThe key contribution of this study is providing a student engagement framework applicable in a sophomore-level classroom setting. The framework discusses a set of techniques, their theoretical underpinnings, the course of their execution and the challenges faced in this process. The framework can be used to guide enhancing student engagement.Originality/valueContrary to the macro-level measures, research on micro-level measures for promoting student engagement approaches is scarce. This study discusses not only different strategies but also details the dynamic course of their deployment. The study, therefore, is unique in its contribution.

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Section: Methodsmentioning

confidence: 99%

Enhancing student engagement through heterogeneous pedagogical approaches: action research in a university level course in Saudi Arabia

Asif

Thomas

Awan

et al. 2021

IJEM

View full text Add to dashboard Cite

show abstract

“…Although Al-Nakib (2015) criticises Kuwaiti general education, higher education is also criticised for being content-focused. But there are serious calls, often individually, of reform moving away from didactics and embracing more progressive and dynamic approaches within higher as well as general education (AlKandari, 2012;Kim, Albeiz, Aburizaizah, Bridges, Fuller and Qutub, 2019). In this vein and with regards to women, some female academics attempt to focus on lived experience in their teaching approach and raise questions concerning women status and gender equality in Kuwait.…”

Section: Setting the Feminist Pedagogical Scenementioning

confidence: 99%

To see or not to see; the withering boundaries of invisibility: A novice Kuwaiti tutor’s experience of teaching online

Al-Ali

2022

Studies in Technology Enhanced Learning

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“…Numerous studies reported meagre achievement of undergraduates on emotional expressiveness, storytelling articulation, vitality, elaboration, novel visualization, richness of imagery, colorfulness, fantasy, playfulness, and innovative closures (Elias et al, 2011; Newman-Ford et al, 2009; Pitan, 2013; Putwain et al, 2013; Yusoff et al, 2013). The present research investigates the facilitators and barriers of creativity in higher education within the Arab World, a neglected context in creativity research (Adeniyi & Yusuf, 2016; Alshare & Sewailem, 2018; Chan, 2013; Karpova et al, 2011; Kim et al, 2019; Mrayyan, 2016; Razzaque & Moylan, 2015). This study examines graphic design and multimedia classrooms in which creativity and innovation are essential and critical.…”

Section: Introductionmentioning

confidence: 99%

Cultivating Creativity of Graphic Design and Multimedia Students: The Perceptions of Arab Faculty and Experts

Elkilany

Yousef

2021

SAGE Open

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While a consensus has emerged on the importance of creativity in graphic design and multimedia field, little systematic research has attempted to understand its facilitators or inhibitors in the graphic and multimedia education across colleges and universities. The current investigation surveys a sample of experts as well as professors teaching across the Arab World concerning their perceptions on the most significant correlates of creative thinking among students. Results point to the importance of: (1) instructors’ engagement; (2) appropriate use of instructional strategies, tools, and resources; (3) institutional support; (4) peer support; and (5) the removal of red-tape regulatory frameworks. Most importantly, this research highlights the need to move away from the rigid higher education creativity model assuming perfection, precision, accuracy, and optimal effectiveness to a more flexible creativity framework. The Multi-Layered Autonomous Phases Model (MLAPM) is proposed as an alternative approach to cultivating creativity at the higher education level. The MLAPM applies to all levels beginning with the students and the instructor in the classroom and all instructional tools applied, moving upward to the institutional administration levels. The model offers cost-effective, flexible, dynamic, and effective practices that improve levels of creativity and creative thinking among students without the need to invest in new costly equipment, tools, curriculum, or instructional programs.

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Cognition and Participation: Classroom Reform in the Arab World

Cited by 3 publications

References 50 publications

Enhancing student engagement through heterogeneous pedagogical approaches: action research in a university level course in Saudi Arabia

Enhancing student engagement through heterogeneous pedagogical approaches: action research in a university level course in Saudi Arabia

To see or not to see; the withering boundaries of invisibility: A novice Kuwaiti tutor’s experience of teaching online

Cultivating Creativity of Graphic Design and Multimedia Students: The Perceptions of Arab Faculty and Experts

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