Saudi Arabia

Weber, Alan S.

doi:10.1007/978-3-319-68999-9_16

Cited by 4 publications

(1 citation statement)

References 97 publications

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“…“X” University, with more than 50,000 students, is a public university in the southern part of Saudi Arabia. It has a dedicated e-learning unit, named the Deanship of E-learning, which was established in 2006 (Weber, 2018). Over the years, the university has been practicing three dimensions of e-learning in its academic activities, that is, supportive, blended, and full e-learning.…”

Section: Lived Experiences From Three Universitiesmentioning

confidence: 99%

E-learning in the time of COVID-19: Lived experiences of three university teachers from two countries

Islam

Nur

Talukder

2021

E-Learning and Digital Media

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This study set out to provide a descriptive yet critical exploration of teachers’ experiences while using e-learning in the context of the 2019 novel coronavirus (COVID-19) pandemic. Using a qualitative phenomenology research paradigm, the study explored first-hand experiences of three university teachers (hence researchers as well) from two countries, that is, Bangladesh and Saudi Arabia. The contexts in which the researchers used e-learning showcased complex, challenging, and dynamic sites, that is, within institutions and individual classrooms. More specifically, the study identified acceptances, struggles, and negotiations at both the macro-level of policy/decision making and the micro-level of online classroom practices. Reflecting on the findings, this article concludes by offering a set of recommendations that might be applicable and useful for similar contexts beyond Bangladesh and Saudi Arabia. The researchers argue for developing a context-based, inclusive, and appropriate e-learning policy guideline that could be utilized during the emergency time now and in the near future.

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Section: Lived Experiences From Three Universitiesmentioning

confidence: 99%

E-learning in the time of COVID-19: Lived experiences of three university teachers from two countries

Islam

Nur

Talukder

2021

E-Learning and Digital Media

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How Culturally Diverse Is the Virtual Space? Towards Inclusive Pedagogy: A Case Study at the Arab Open University

Beloufa

2023

Diversity Education in the MENA Region

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A scoping review of world Englishes in the Middle East and North Africa

2020

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This study presents the first scoping review (Arksey & O'Malley, 2005; Levac, Colquhoun, & O'Brien, 2010) of world Englishes (WE) research in the Middle East and North Africa (MENA) – providing a knowledge synthesis of studies related to the sociolinguistic dynamics and realities of English(es) in one of the most underexplored WE contexts. Although the burgeoning research on English in the region focuses on macro sociolinguistic issues, language policy and planning, and language teaching and learning, there is a pressing need for a systematic investigation of scholarship with an exclusive WE perspective (Mahboob, 2013). On this premise, we map the body of WE literature pertinent to this region during the last two decades (2000–2019). We provide an overview of the state of the research activity, helping to identify the knowledge gaps and determine a fruitful research agenda for scholars interested in the diverse issues of WE in the MENA region.

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Saudi Arabia

Cited by 4 publications

References 97 publications

E-learning in the time of COVID-19: Lived experiences of three university teachers from two countries

E-learning in the time of COVID-19: Lived experiences of three university teachers from two countries

How Culturally Diverse Is the Virtual Space? Towards Inclusive Pedagogy: A Case Study at the Arab Open University

A scoping review of world Englishes in the Middle East and North Africa

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