Using Technology-Mediated Learning Environment to Overcome Social and Cultural Limitations in Higher Education

Bhatti, Arif; Tubaishat, Abdallah; El-Qawasmeh, Eyas

doi:10.28945/811

Cited by 18 publications

(12 citation statements)

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“…More than 70% of the participants working in Libya spent (2-5) hours per day using the Internet, while more than 45% of the participants based in the UK spent (6-9) hours per day. These results assert the findings of [1], [11], and [13]. The style of education system in Libya, based on traditional ways of teaching, might affect the participants' usage of the Internet.…”

Section: Teaching Timesupporting

confidence: 80%

“…Thus, it appeared that the time spent using technology for teaching per week was inadequate, comparing this result with the time spent in teaching per week. This result confirms the need to implement an active learning approach [13].…”

Section: Time Spent Using Technology In Teachingsupporting

confidence: 74%

“…See Figure 1. (11)(12)(13)(14)(15) hours per week in teaching, while the percentage was less than 5% of the participants studied in the UK. In contrast, more than (20%) of the participants studied in the UK spent between (16)(17)(18)(19)(20) hours, while it was approximately (6%) for those who worked in Libya.…”

Section: Teaching Timementioning

confidence: 99%

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A Study on the Impact of ICT on Collaborative Learning Processes in Libyan Higher Education

Kenan¹,

Elzawi²,

Pislaru³

et al. 2014

JITST

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This paper presents the conclusions of a study on the impact of ICT on collaborative learning processes in Libyan Higher Education (LHE). The quantitative analysis of the answers to a questionnaire (completed by Libyan full-time lecturers at the universities of Tripoli, Garyounis, Gharian and Ezawia) . IntroducationInformation and communication technology (ICT) is now considered an integral part of people's whole lifestyle. It has been adopted in the field of Higher Education Institutes (HEIs). Initially, a number of key challenges have faced educational organisers; decision makers and management teams as a result of adopting ICT and computer networks in the educational environment. These challenges are related to the ability to identify a suitable long-term strategic visualisation. The identification of a strategic visualisation can be effectively delivered by embracing better strategic management techniques, which can assist the HEIs in balancing the stresses of change, continuousness, stability and resources. Libyan higher education institutions (LHEIs) need to make more efforts to increase the use of ICT in teaching and learning processes. With an increase in the number of students enrolling in colleges, compared with a decline in the number of qualified teachers, and their ICT experiences and the increasing demand for accountability, and anxieties about the social and economic position of higher education, LHEIs have forced employment for "successful, selfsustaining client oriented providers of education in a rapidly changing borderless education world" []. The rapid progression of ICT has also reacted to different approaches to knowledge creation, management, and delivery methods. LHEIs have remained behind other areas in embracing improvement and ICT. On the other hand, they do not have clear ideas about ICT's role in improving the learning process to involve all stakeholders and organizational structures [2].Limited connections have been found between the provision of ICT and the higher education improvement process in Libya. ICT tools were separate from the improvement process, except for departments such as electrical engineering and computer science that facilitate additional technological tools. Interestingly, in the mid 1990s, LHEIs started implementing the improvement process; this proceeded without changes in academic work practices. Recently, it has become apparent that higher education improvement cannot take place without paying attention to ICT, specifically those applications that affect education management and administration, and support of teaching and learning [3].The future of LHEIs and universities in Libya should not only be imagined or perceived; it should be executed and implemented. Therefore, there is a need to adopt a suitable strategic architecture or a planning design to perceive the future of these HEIs, as well as to increase competitive advantage in the changed educational situation. This trend is dependent on the presence of larger

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Section: Teaching Timesupporting

confidence: 80%

Section: Time Spent Using Technology In Teachingsupporting

confidence: 74%

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A Study on the Impact of ICT on Collaborative Learning Processes in Libyan Higher Education

Kenan¹,

Elzawi²,

Pislaru³

et al. 2014

JITST

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show abstract

“…As Lubna asserted, ICTs cannot be used in the UAE as they are in the West simply because UAE nationals want to use them in the frame of their own culture and traditions. An example of a cultural issue that was consistent in both the literature and the findings from this research was the lack of face-to-face communication in the new computer era as discussed above (Al Omoush et al, 2012;Bhatti et al, 2005).…”

Section: The Electronic Journal Of Information Systems In Developing supporting

confidence: 65%

ICTs and the Computerised Hijab: Women's Experiences of ICT in the UAE

Vodanovich

Urquhart

2017

E J Info Sys Dev Countries

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This paper discusses a grounded theory study of women's experience of ICTs in the United Arab Emirates (UAE). We were particularly interested in whether their gender, and the society in which they live, affected that experience. We identify three themes, ICT Use, Gender Perspective and UAE Society which together constitute an emergent theory of Women's ICT experience in the UAE. We conclude by engaging the emergent theory with individual differences theory. Our findings show that ICT use in the UAE is a profoundly gendered experience, shaped by the Islam based society in which the women live.

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“…Learners developed a more favorable attitude toward learning when they experienced blended (or hybrid, or mixed-mode) learning, a combination of actual class time and online learning, where they were allowed a certain amount of control over when, where, and how they learned [24]. Bhatti, Tubaisahat, and El-Quawasmeh [25] found that the less learners depended on the teachers' help, the more satisfied they felt with blended learning. Previous studies were conducted to compare the learning motivation in two teaching approaches, and the findings revealed that the blended approach produced more active learning and motivation comparing to the traditional approach [26,27,28] Aforesaid benefits of the blended learning concept strengthened my beliefs and confidence in creating a blended learning model for oral skill development to be used in an English course.…”

Section: Motivation In Learningmentioning

confidence: 99%

A Development of the Blended Learning Model Using Edmodo for Maximizing Students’ Oral Proficiency and Motivation

Wichadee

2017

Int. J. Emerg. Technol. Learn.

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Abstract-The purposes of this study were to develop a blended learning model using Edmodo as a learning tool in language learning and examine the effectiveness of the model implemented in an English course regarding oral proficiency, motivation, and attitude. To achieve these purposes, a quasiexperimental design was employed to collect data using the tests and questionnaires. The samples in this study were the second-year students enrolled in an intermediate English course. The samples were from two classes, each of which contained 42 students. One class was used for the control group; another one for the experimental group. In the control group, students were only taught in a face-to-face learning environment using the PPP model whereas the experimental group studied through the PPP model in class supported by online learning using Edmodo. The findings indicate that blended learning was more effective than traditional learning. That is, students in the experimental group not only outperformed those in the control group in oral proficiency, but they also exhibited higher learning motivation. Although students in both groups did not differ in their attitude toward the PPP model, those in the experimental group expressed a positive attitude toward Edmodo. The findings of this study have implications for English language instructors, encouraging them to see how technology can facilitate learning and help learners produce better academic performance.Keywords-blended learning, Edmodo, oral proficiency, motivation IntroductionOral communication is a vital part of language learning [1]. Oral proficiency refers to the ability to communicate verbally in a functional and accurate way in a target language [2]. A person with a high degree in oral proficiency is able to apply the linguistic knowledge to new situations or contexts. People in Thailand have realized that English oral proficiency is deemed necessary as the country is having more roles iJET -Vol. 12, No. 2, 2017 137Paper-A Development of the Blended Learning Model Using Edmodo for Maximizing Students' Oral Proficiency and Motivation in global community [3]. Especially, when the Asean Community was launched in January 2016, English competency is deemed necessary to compete with others in the labour market. Thai students' poor grasp of communication ability has become a major concern for educators and policy makers. Several obstacles that hinder oral proficiency include inadequate exposure to the English meditated environment [4], the lack of oral practice, the lack of confidence in speaking, and English accent of Thai instructors [5].One of the models that has been used to develop speaking skill is the "Presentation, Practice and Production (PPP)", starting with introducing the new teaching content, followed by controlled practice and a free practice. This model aims at moving from accuracy to fluency, focusing on form. The first step, "Presentation", is where the instructor examines how much of the target language the students know. The teacher will then presen...

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Using Technology-Mediated Learning Environment to Overcome Social and Cultural Limitations in Higher Education

Cited by 18 publications

References 1 publication

A Study on the Impact of ICT on Collaborative Learning Processes in Libyan Higher Education

A Study on the Impact of ICT on Collaborative Learning Processes in Libyan Higher Education

ICTs and the Computerised Hijab: Women's Experiences of ICT in the UAE

A Development of the Blended Learning Model Using Edmodo for Maximizing Students’ Oral Proficiency and Motivation

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