2nd general education conference - adu.ac.ae · pdf fileoutline noteworthy research on...

2nd General Education Conference University College, Abu Dhabi University

27th -28th October, 2017

Dear Delegates

Please find here the proceedings of 2nd General Education Conference.



An innovative pedagogy in the field of Education in the Epoch of Internet: A Study

Dr. SunithaAnilkumar

Assistant Professor in English, PG/Research Department of English

Pachaiyappa’s college, Chennai, India

Abstract

Murrell, the author of Teaching as a Moral Practice: Defining, Developing, and Assessing Professional

Dispositions in Teacher Education eulogized “Teaching as a moral craft built around a moral relationship

between the teacher and the student.” Teachers were considered the store house of knowledge up till the

advent of Technology / internet. The introduction of technology in the field of education has brought

tremendous changes in the classroom and enormous challenges to the present day teachers. In this modern

and digital age, teachers need to be flexible and be adept enough to adopt whatever is thrown in their way.

Innovative pedagogy is introduced and developed every day that can change the way of teaching and learning.

Every teacher needs to have confidence to inject the same to the target learners. Students in the yesteryears

were dependent on their teachers to learn, but these days they are much more updated and advanced than their

teachers as internet fetches everything at their disposal. The Chalk and Talk method is also known as the

traditional method has been replaced by so many pedagogies in the 21st Century. In a knowledge based society

and to remain competitive and employable, teachers are expected to engage in a continuous professional

development or the professional learning activities from the beginning to the end of their careers. As with any

other profession, teachers are also expected to assume a greater responsibility for their own professional

learning, continually developing their knowledge and skills. Geoffrrey Robertson, an information Architect

at Discovery Education, predicts that the emphasis in education in the next few years will be on the

development of students 21st century skills. Though 21st century skills has become a buzzword in technology

and business circles, Robertson emphasizes that should minimally be equipped with these “multidimensional

skills’ so that when they need information, they know how to obtain it.

Perhaps due to the emphasis on 1st century skills, the majority of trends identified in this analysis are largely

technological in nature their influence on education as a whole is predicted to be pervasive and enduring.

They are Cloud Computing, Mobile Learning, Virtual and remote laboratories, Byod (Bring your own device),

Skype and IPods.

Key words: Methods, trends, new devices, pedagogy, learning process, method and skills.



Preparing teachers for the use of digital technologies in their teaching practice

Dr. Vasileios Dagdilelis

University of Macedonia, Thessaloniki, Greece

Abstract

Greece over the last 20 years has gradually developed a large-scale system for educating teachers how to use

new technologies, especially digital technologies, for improving their courses. "Large-scale" means that the

training program involves practically all Greek teachers - so far more than 100,000 teachers have been

involved and soon they will be involved practically all of them.

This program concerns teachers at all levels: pre-school age, primary education, secondary general education,

technical and vocational education. As recently, the program provided training for the teachings of specific

subjects: Language, Mathematics, Physics, Computer Science. However, at this moment, there is a significant

change: all the specialties been taught in the Greek educational system (more than 140) are involved in the

new phase of the program.

Initially, this training included only face-to-face courses. But, recently, blended training systems have been

introduced as well - namely systems that combine face-to-face teaching, synchronous distance education

(teleconferencing) and non-synchronous distance education.

As can be easily understood, such a large project poses many problems: organizational, administrative, legal,

but above all, didactic problems: what is the meaning of digital technologies in education today? How can

anyone teach digital skills to students? What does digital literacy mean today? How can one use digital

technologies to teach Mathematics, Chemistry or English more effectively? And most of all: what does the

student need to know about (their digital) tomorrow? So how the teacher should be trained for the future?

What are the knowledge and skills teachers need to have in order to be prepared for the digital reality in one

year, two years or ten years?

In this paper we intend to present some of the most important questions and problems that this project has

created. At the same time we will present the solutions given to these problems - or at least some solutions of

these problems, solutions which are always under development.



Incorporating digital technology in the General Education classroom

Eddia Solas and Frances Sutton

Higher Colleges of Technology (HCT), Abdudhabi

Abstract

The implementation of technology-based pedagogic practices is becoming increasingly significant in higher

education as the admission of digital natives increase. This generation of students, so defined as digital natives

because they grew up using computers, tablets, smart phones and other digital technology, show a high level

of technological competence, but exhibit deficiencies in competencies related to digital academic tools.

A group of activities which supports learning and facilitates student academic success were compiled in a

28-day challenge for beginning General Education students, as a part of a Life and Study Skills course. Each

challenge invited students to access some aspect of digital technology which has the potential to increase their

academic competence. The main aim of the exercise was to increase students’ digital academic literacy,

exposing them to applications and ICT skills which would increase their efficiency, self-efficacy and accuracy

in executing academic tasks. The technology tools used were aimed at accomplishing tasks such as group

formation and communication, notetaking, information capture, summarization, synchronous and

asynchronous collaboration on tasks, referencing, formatting, grammar check, plagiarism and assessment.

Students were challenged to complete particular tasks using specific applications. A screenshot of each

completed activity was submitted as evidence of task completion. Students were given 28 days to complete

the tasks, after which they were required to do two quizzes, using learning platforms they were exposed to in

the challenge, demonstrating their new found proficiencies.



Teaching & Advising Students in the Digital Age: Building Healthy Digital Boundaries

Wency Priel Villamora

Academic Advisor, American University of Sharjah

Abstract

“We shape our tools, and thereafter our tools shape us.” (McLuhan, 1911-1980). Indubitably, the revolution

of information and digital age offers a welter of exciting opportunities to our millennial students including the

digital immigrants. But the question of how the academicians of today can alleviate the deleterious effects of

information age, overconsumption of social media and the lures of virtual world to student’s educational

experience, social and personal lives remains unrequited. Research on student’s addictive behavior to social

media and video-gaming has been associated to low GPA, poor well-being and dysfunctional relationship.

Continuous partial attention (Stone, 1998) and chronic media-multitasking (Ophir & Nass, 2009) have placed

students into heightened state of stress as they no longer have time to reflect, contemplate or make thoughtful

decision.

This poster presentation introduce a teaching and advising program in digital wellness primarily to raise

awareness, educate and encourage students to have a healthy use of technology. It includes necessary

information to help improve students’ academic performance and thrive for real life relationships. Presenter

will initially discuss components that are essential to the common diagnosis of internet addicts. It will also

outline noteworthy research on continuous partial attention, chronic media multi-tasking and ergonomic risk

factors all associated as detrimental to students’ productivity, well-being and social relationship. Significant

facets of this presentation will provide attendees how to educate and empower students to practice mindfulness

combined with a series of digital wellness tools as exemplified by the Liberty University in Virginia. It will

cover digital literacy with emphasis to functional skills, creativity, collaboration and effective communication.

To foster healthy digital boundaries, academicians and educators can effectively educate technologically

savvy millennial students to become a responsible and self-regulated learners. Whether you’re a teacher,

professor, academic advisor or a counselor, we can always collaborate with students to share best practices

that promotes healthy digital boundaries.



Bridging the skills gap between the Technical Colleges in Nigeria and the Work place

Gomper Sunday

Plateau State Polytechnic Barkin Ladi, Nigeria

Abstract

The Nigerian industries and construction firms/companies have of recent times criticized the poor skills of

the graduates of technical colleges. The paper examined bridging the skills gap of the graduates of technical

colleges in Nigeria. It identifies the skills gap of the graduates in four major areas to include basic, technical,

management/leadership and emotional/intelligence skills. Some of the reasons for these skills gap have been

traced to students’ poor attitude toward general education subjects, poor infrastructure/facilities for training,

poor funding, erratic and epileptic power supply, lack of partnership between the industry and the technical

colleges. The paper recommends career orientation for the students, establishment of industry and school

relations, increasing the training capacities of technical teachers and the establishment of technical

boards/commissions for technical colleges in the various states amongst other recommendations.

Key words: Technical College, Bridging, Skills Gap, Industry, Work place



The European Model of Quality Doctoral Education and its Comparative Analysis with Higher

Education Commission of Pakistan

Dr. Munir Hussain1

Mohammad Ali Jinnah University, Karachi, Pakistan

Abstract

This paper is an attempt to evaluate the doctoral education in Pakistani universities. The research has two

facets of horizontal and vertical coherence of quality. Horizontal coherence of quality refers to external

measures for quality of doctoral education in Pakistan by regulatory bodies specifically by Higher Education

Commission of Pakistan. On the other hand, the vertical coherence of quality refers to inter-institutional

measures of quality including supervisor-candidate relationship, administrative system, academic-research

assistance and financial support etc. This study also discusses the set of ten basic principles for doctoral

program in European countries based on Bologna Seminar in line with Bologna Declaration in 1999. This

research is an implication of this ten point criteria as European Model on doctoral education in Pakistan. After

deep comparative analysis of two systems of doctoral education there were a number of pragmatic

recommendations introduced to HEC Pakistan, universities and doctoral candidates for making more

effective, efficient and shared strategic solutions.

Keywords: Higher Education, Doctoral Education, Bologna Declaration, Pakistan, European Model



Effectiveness of Coaching By School Improvement Partners through Good Relationship and

Professionalism Skills Practiced

1Zalina Mohd Tahir (PhD), 2Nabihah Mohd Salleh

Department of Education, Federal Territory of Kuala Lumpur, Malaysia

Abstract

School administrators consisting of Principals and Headmasters (PGB) play a significant role in leading the

school to achieve excellence. To ensure that excellence is achieved within the timeframe stipulated, the PGB

received guidance from fellow coaches (coach) known as School Improvement Partners (SIP+). The coaching

process requires mutual understanding between the two parties so that the process can work smoothly and

effectively (Narimawati, 2007) without a conflict of ideologies. Therefore, this study is aimed to identify the

effectiveness of the coaching of SIP+ through the good relations and professional skills practiced during the

ongoing coaching. A total of 212 PGB as respondents and data were analyzed using SPSS version 23 for the

descriptive analysis, while AMOS version 22 is used for advanced statistics Structural Equation Modeling.

The study found that the goodness of fit model by SIP+ coaching is good with reading of chi-square/df=2.203,

CFI= .969, p=0.00 and RMSEA=.076. Good relationship with professional coaching sessions have

contributed a total of 71% (R2=.71) to the effectiveness of the coaching as well as it helps to increase the PGB

confidence in the development of schools. This finding shows that coaching by SIP+ directly acts as a catalyst

for the success of the school as well as to complete the needs of mission and vision of the Ministry of

Education.

Keywords: Administration, management, coaching, performance, quality.



Combining the Flipped Classroom with Cloud-tech Interactive System to the Interdisciplinary

Environmental Chemistry Course in University

Yu-Chuan Yang

National Dong Hwa University, Hualien, Taiwan

Abstract

Environmental chemistry course is cross-disciplinary, multi-faceted, and complex applied to environmental

issues. The challenges for the teacher are non-chemistry majored students with weaker chemistry background

and lower learning attitude.

A new curriculum design and teaching method will be applied to the course in September, 2017. The

curriculum combines green chemistry, sustainable education and environmental issues together to help

students to explore knowledge, value, ontology and epistemology, and policy. The teaching method combines

the flip classroom with cloud-tech interactive system to help more discussion and interaction among the

teacher and students for cooperative learning. The combined teaching method is also called blended teaching

method which has been implemented successfully in other chemistry courses.

We will explore the following goals in the class:

1. Introduce one topic of the curriculum.

2. Explore the effective strategy of the Blended teaching

3. Discuss the change of the concepts of the students before and after the class.

4. Discuss the change of the learning attitudes of the students before and after the class.

Keyword: Green chemistry, Sustainable education, Environmental issue, Blended teaching.



Developing Creative Thinking Skills Test: Creative thinking Skills Test in Mathematics

Hisham Hanfy Hassan Ayob

Higher Colleges of Technology

Abstract

Creativity is one of the 21st-century skills. It is very important nowadays to develop creativity and learn how

to measure it.

On October 19, 2014, Sheikh Mohammed bin Rashid Al Maktoum, Vice-President and Prime Minister of the

UAE, launched a new strategy to make the UAE one of the world’s most innovative nations within seven

years (ValueInnovations, 2016).

“This innovation strategy is a national priority for our program of development and progress. It is a primary

tool to achieve Vision 2021 and an engine for the growth of distinctive skills and capabilities across the nation.

We have always called for creativity in every field: this strategy is a concrete step to implement that vision.

These initiatives around innovation will enhance the quality of life in the UAE and take our economy to new

horizons,” Sheikh Mohammed bin Rashid Al Maktoum (ValueInnovations, 2016).

The strategy will be implemented along four parallel tracks. The fourth track will qualify individuals with

highly innovative skills by concentrating on science, technology, engineering, and mathematics, including the

creation of educational material for schools and universities (ValueInnovations, 2016).



Status of a Teacher in Muslim Countries and Crumple of Muslims: A comparative study of past and

present for Future development

Dr. Syed Aftab Alam2

Department of Islamic Studies, The University of Sargodha, Pakistan

Abstract

The Divine teachings of Islam are proved as reliable and eternal by advanced scientific researches. The first

revelation of Islam is logically asserted the importance of knowledge acquisition. Prophet Muhammad PBUH

proud to be a teacher rather than to be the Last Prophet, Mercy for all Universes, only Returner of heavens,

First Governor of Islamic State or Ever Conqueror of Wars, etc. Islam said that there is no tolerance of any

distinction among human beings on the basis of being an Arab or a non-Arab, not on black or white skin color,

not due to the status of tribe but a scholar has a great potential of knowledge.

It is proved through the study of history that whenever a society gave a high status to their scholars and

teachers, it got respectably high status among the other nations of the world thru the history. This phenomenon

is also ascertained accurate among the present societies of the world again. This article revolves around the

evidences of best days of Muslims till present downfall and the status of teachers in those & present Muslim

societies with logical recommendation.

Resultantly, it is concluded that if any country give high status to their teachers, it will achieve the high status

among the world.

Keywords: Teacher Status, Teacher and Islam, Social Development, Role of Teacher, Knowledge



Meta-Studio’- A Coherent CAPsy –Domain Approach to Transform Learner to Meta-learner-

An Empirical Study

Dr. Mary George Varghese

MES Pillai College of Education & Research, Mumbai, India

Abstract

The need to improve the quality of education is high on the agenda in most countries, in the developed as well

as the developing world. The quality of education mainly depends on the quality of teachers and the

educational practices. In consonance with the advancement of the education system it is very much implicit

the magnitude of equipping the thinking and metacognitive skills among the students. However, simply

providing learning materials, even of high quality, does not solve the educational concerns of today’s

generation. The ability to use the higher order cognitive skills like critical thinking and metacognitive abilities

requires an overhauling of the current system of education which focuses mainly the basic cognitive abilities

and take the learners through the minimum requirements of education. The education should elevate the

learners to the higher order cognitive skills and equip the learners to regulate their own learning process as

well as achieve the higher mental abilities.

In this article the researcher discusses ‘Meta-Studio’ as a potential approach to stimulate the thinking and

metacognitive skills among the students. The researcher deliberates the concept of ‘Meta-Studio’ and its

effectiveness in developing cognitive and metacognitive skills among the learners. The research finds that the

approach ‘Meta-Studio’ as an effective tool which elevates the learner to a meta-learner. The evolved meta-

learner efficiently learns along with regulating his /her own learning process to a greater level. Meta- studio

acts as double loop by being able to develop and assess the metacognitive skills of learners. The paper throws

light on the entire frameworks and discusses the potential outcome of ‘Meta-Studio’ and deliberates how this

can be a major practice in order to transform the educational system globally by producing independent and

evolved learners across the globe. The paper further throws light on the potential challenges of ‘Meta-Studio’

approach and how to tackle it.



Understanding, feelings and the social context in Adult Learning: Knud Illeris’s ‘Three Dimensions of

Learning’, a personal reflection.

Dr. Damien Carberry

Higher Colleges of Technology (HCT), UAE

Abstract

Knud Illeris’s (2002) Three Dimensions of Learning endeavours to outline a comprehensive general theory

on adult learning, identifying, describing and linking factors that impact on the ways learning occur. The

three areas of learning identified by the author are described as a ‘tension field’ involving the cognitive,

emotional, and social characteristics that influence learning, “consequently, all learning always includes

[these] three dimensions” (Illeris, 2003, p. 49). The individual acquisitioning process is characterised by

cognitive and emotional elements, contextualised by the influences of the social settings in which an

individual is situated. The theory provides a stimulating premise regarding the nature of adult learning and

reflect many of my own life experiences and subsequent viewpoints on the topic.

This paper outlines Illeris’s theory focusing specifically on its implications for adult learning. Utilising

examples from my own experiences teaching adult learners, each dimension of his theory is outlined,

contextualised and discussed on their individual merits and their mutually inclusive relationship.



Study Skills Assessment Scale: A tool for assessing study skills of adolescents

Daisy P.J. Research Scholar

Assam Don Bosco University, India

Dr. A. Radhakrishnan Nair, Registrar

Central University of Kerala, Kasaragod

Abstract

Adolescence is characterized by several social and emotional changes that include labile emotions, exploring

and asserting of personal identity, independence, self-centred attitudes, testing rules and boundaries.

Adolescents are intensively curious and have a wide range of intellectual pursuits but show disinterest in

conventional learning styles. The researcher felt that comprehensive study on study skills is required to

understand adolescents’ learning behaviour. Study Skills are the abilities applied in learning. Theorizing of

study skills are supported by five important theoretical frameworks such as, social learning, cognitive problem

solving, Constructivist Psychology, Bronfenbrenner’s Ecological Systems and multiple intelligence theory.

The study skills assessment scale is a tool developed by the researchers as a self- administered one to a group

or to individuals. The scale includes several items which asses the overall level of the individual’s study skills.

Respondents answer in a 5-point Likert scale ranging from 1to5. The study skills include time management,

learning motivation, memory, concentration, association, comprehension, taking notes, preparation for

examinations, textbook reading, consultation with teachers and home work. The study skills assessment scale

was constructed with due diligence and extensive field observations to ensure the internal and external

validity. The item analysis of the scale was carried out, determining the high score and low score and the

relevance of scale. The validity was established through validation of each item by a team of experts in the

field of psychology and education. The suggestions given by the experts were incorporated while finalising

the items. Pilot tests were conducted among rural and urban including male and female school going

adolescents. The reliability of individual items and total was calculated using split half method, test-retest and

Cronbach’s alpha. The reliability score of the scale is shown as .90.

Key Words: Study Skills, Assessment scale and Adolescents.



Academic Writing Test: An investigation of Arabic speaking learners’ difficulties in the

academic writing course

Abdallah Elmahi

Abu Dhabi University

Abstract

Academic writing skills are of vital importance to the success and complete any academic major at the

university level, yet the development of such skills is a challenge for many Arabic speaking students,

particularly those who graduated from schools where English is not the language of instruction. It is essential

to develop and evaluate strategies that can support academic writing skills for Arabic speaking students. This

qualitative study evaluated a three credit hours academic English course for academic writing intervention

strategy designed to support Arabic speaking students at Abu Dhabi University. Data from the course showed

two major areas of difficulty for participants relating to academic writing: difficulties constructing different

types of correct sentences in English, and problems elaborating and supporting new paragraphs ideas in

English. The participants showed an improvement in terms of organization and lay out of essays. Courses like

this intervention successfully meet the basic academic needs of Arabic speaking students, although ongoing

support is also needed.



Towards Adaptive MOOCs: Learner Oriented Approach based on Learning Outcomes

Ahmed Ewais1,2 and Duaa Abu Samra2

VrijeUniversiteitBrussel, Brussels Belgium 2Department of Computer Science, Arab American University, Jenin Palestine

Abstract:

Increasing attention is being paid to the open learning environments (i.e., Massive Open Online Courses

MOOCs) which offer so many courses in different domains by a number of the top universities around the

world. Furthermore, users with different background and experience are able to browse and follow different

online courses. However, richness of such courses could be also a weakness point. For instance, giving

opportunity to different learners to be able to explore a huge number of courses may run the risk of

overwhelming them. Furthermore, they may not be able to get the required benefit out of some followed

courses as the course level is not suitable for the learners or the courses’ contents do not match intended

learning outcomes (ILOs). This is considered as a motivation in academic discussions on e-learning domain

to support learners with adaptive online MOOCs. This research work is aimed at supporting learners with

suitable learning resources in MOOCs by investigating the possibility of providing suitable learning resources

and arrange them in a way that match learner’s profile. In particular, this work elaborates on the principles

used for delivering adaptive courses based on intended learning outcomes and it proposes a conceptual

framework to achieve adaptation process. As a future step, a pilot evaluation will be conducted to test and

verify the effectiveness of the proposed framework in term of learner’s satisfaction and dropout rate.

Key words: MOOCs, Adaptive Course, Open Learning, Intended Learning Outcomes.



Prosocial Behavior with respect to certain Sociodemographic Variables and Dimensions of Mental

Health among University Students”

Akina Ashif


Abstract

The study attempts to explore the prosocial behavior among the young adults confining to the age group 20

to 30 with mental health components. The socio-demographic variables considered were age, gender, marital

status, area to which the person belongs, family type and the different dimensions of mental health. The study

was based on prosocial behavior analysis of 100 University students from South Kerala, India consisting of

50 males and 50 females which includes almost equal number of working and non-working students. The

tools administered were personal data sheet, prosocial personality battery and mental health inventory. The

data were analyzed using ANOVA and‘t’ test. Significance of the study is applicability of the result in further

research and clinical purposes. The study concludes that there is no significant difference in prosocial behavior

with respect to Mental Health Components, males & females, married & unmarried, working & non-working.



Causes of poor writing skills among university freshmen at Zayed Military College (ZMC)

Abbas Abdul Rahim


Abstract

This proposed paper is merely just but an attempt to investigate and identify the areas of our

multi-level Arabic—speaking university freshmen students’ weaknesses in the four English

language integrated skills specifically grammar. Grammar is the core of the language and

is considered to be the access to learning the basics of English as a foreign language. The

study tried to find out the possible causes of poor language skills among freshman students. The results

of the study confirmed the hypotheses on which it was based. The study could identify the various

difficulties that student’s face, which impede their proficiency in the target language. Hence, some

recommendations are suggested as an attempt to provide some possible solutions.



The impact of Teaching English Grammar by Grammar Translation Method; GTM on the English

Language learners at English Language Centers in Karachi, Pakistan

Eesar Khan

Khadim Ali Shah Bukhari Institute of Technology, KASBIT, Karachi, Pakistan

Abstract

The purpose of obtaining this research is to analyze how well English grammar is taught at language centers

according to the need of language learners. Students from various backgrounds appear in language centers in

Karachi to learn English language skills, mainly the speaking skill. Grammar is purposefully taught to foster

their concept so that they can use it correctly and practically. Moreover, when all the language centers claim

to teach English grammar for speaking purpose, it is need to be observed what methodology they really follow

to achieve the above motioned goals. Data was gathered through secondary and primary sources. The

secondary data was gathered through various books, newspapers and internet articles. Whereas, the primary

data was gathered from The Global English Language Centre’s students and teachers. The learning of

grammar was tested with two different groups of the language centre students through pre and post grammar

test of the same sample to the students before and after teaching the grammar contents based upon the syllabus

of the English learning program. In which the outcome reveled less significant learning of English Grammar

concepts for language usage taught in classroom. Conclusion of the study mentions that the grammar teaching

methodologies are not appropriately applied while teaching English grammar at language centers.

Additionally the teachers at the places are not aware of the grammar teaching methodologies and even prefer

to use Grammar Translation for language teaching for speaking purpose, which badly impacts on learners’

learning. Hence, it is recommended that other than GTM, such methods to be used which can help the learners

to improve their speaking skills. And the teachers should also be given training about teaching grammar at

this level.

Key words: English Grammar, Language Centers, Grammar Translation Method



Career planning need for downward Extension; A critical Reflection on Indian School System

Shareef. N.M (Research Scholar, Central University of Kerala, India

Dr. M.N. Mohamedunni Alias Musthafa

Abstract

The living and learning eco system of the present world order is highly complicated and fragile; technological

advancement together with knowledge expansion demands greater from the individual for an effective living.

From the mere acquisition of knowledge, the educational approach across the world has moved to skill

oriented man power need planning. Each nation is concerned about demographic dividend. In order to ensure

the expected demographic dividend for the nation building process the approach of career planning should be

changed. Even with the large mass of population, India could able to achieve tremendous at the primary and

secondary levels of schooling. But diverting the tender minds of pupils to manifold career world as per their

talents and interest is the greatest challenge a country like India has to face. This justifies the need for a

conceptual analysis of the career planning and guidance prevailing in the Indian school system.

The specific aim of this paper is to find out the needs of career guidance programmes at primary school level.

For this, to find out the existing awareness level, the investigators conducted a survey using Career Awareness

Scale developed for the purpose. After identifying the existing level, the research attempt focused to find out

the prospects and hindrances of career planning at primary level. For this data was collected from the different

stakeholders to ensure a multiple line of approach and to reveal their specific perceptions. It is concluded that

the main hindrance for the downward extension of career planning at primary level is the lack of awareness

among the parents together with conceptual lacuna exist among teachers. The authors suggest a career

orientation programme for a duration of two weeks the effectiveness of which was established as a part of this

research adopting a quasi-experimental design.

Key words: Career Orientation Program, Career Guidance, Primary School Level.



Effective classroom teacher characteristics as perceived by nursing students in a private university in

Oman

Magdelana Obnamia Oblefias, co-author Jessie James F. Tolero

University of Buraimi, Oman

Abstract

Background: Teacher characteristics are vital consideration in ensuring a successful teaching learning

outcome. An Effective teacher assesses students to help them gain knowledge and increase their understanding

of the world around them and maximize their learning potential. Effective teaching also models and reinforces

honesty, enthusiasm, communication skills, and those attributes that contribute to a healthy teaching and

learning process. In doing so, the teacher is influencing the student in learning. This study aimed to describe

nursing students’ perception on effective teacher characteristics.

Method: The study was conducted in a private university utilizing quantitative descriptive design. A random

sample of 30 nursing students from final year of their baccalaureate study serve as the respondents. The

questionnaire focuses on three categories of characteristics, which are (1) professional competence, (2)

relationship with student and (3) personality, and each of the characteristic has 5 items. Likert scale from 1 to

5 was used, 5 being the highest positive answer. After the retrieval of the tool, it was analyzed and the sum of

each item comprises the total mean to describe the student perception.

Results: The finding showed that the highest ranked effective classroom teacher’s characteristics as perceived

by the students was; professional competence followed by teaching ability, and the personality and

relationship with students ranked as the lowest factor influencing learning.

Conclusion: This study concludes that effective classroom teacher’s characteristics is essential in learning

process as perceived by nursing students consist of professional competence in addition to personality and

relationship with students. This study has limitation in terms of number of respondents, specifically, are male

students.



Towards a Learned Practice of Assessing EFL Writing

Dr. Touria Drid (Associate professor/ applied linguistics)

Kasdi Merbah University of Ouargla, Algeria

Abstract

Within the wide sphere of language teaching and pedagogy, assessment of writing emerges as a topical issue

in higher education owing to the centrality of writing in contemporary scholastic and professional arenas.

While the measurement and appraisal of writing proficiency is inherently intricate, in foreign language

learning (FL) contexts, the instructors’ challenges increase. The factors include the learners’ prior experience

in different writing traditions and sometimes more importantly the instructors’ insufficiency of theoretical

grounding or inadequate training in this activity. The present paper aims at underlining the essentials of

writing assessment. It provides a guiding outline of the core notions, philosophies and strategies that

practitioners can draw on for a better performance of this pedagogical task. In the beginning, the paper covers

the core concepts of assessment, its types and its approaches within the framework of writing instruction. At

the heart of the discussion, the variety of writing assessment techniques is explored, including traditional

marking, (coded) feedback, scoring rubrics and checklists, and extending to encompass the more inventive

methods like portfolio construction and journal writing. The ultimate objective is to minimize the distance

between theory and practice and to address in-service FL writing instructors’ need for a plain and functional

resource and even contribute to a more efficient training in writing assessment for pre-service teachers.

Key words: assessment, evaluation, foreign language, writing.



Students’ Impressions on the Effectiveness of Online Discussion Forums

Beena Vijayavalsalan


Abstract

The study evaluated the effectiveness of online discussion forums among the students of Abu Dhabi

University, UAE. Outcomes of the study presented strong association between positive learning experience

and frequency of student participation in the discussion forums. Whereas, no statistical significance (p-

value=0.306) has been observed among online forums and age of the participants for developing critical

thinking skills. There has been a significant difference among students’ participation on the effectiveness of

online discussion (p-value=0.000). It has been concluded that online discussion forums serve as an efficient

and effective tool for interaction among the participants.

Key words: Interaction, Learning, Online discussion forums, Participation, Positive learning experience



Factors pertaining to Students Motivation and academic Achievement: A Gender based Comparative

Study in Abu Dhabi Emirates

Dr. Smitha Dev, Dr. Sreethi Nair, Rubina Qureshi & Erum Khowaja

Abu Dhabi University, UAE

Abstract

In the context of UAE and GCC society students’ motivation is a big struggle for university educators. Based

on our experiences as educators in many humanities and social sciences classrooms students often rely on

extrinsic motivation for their learning and mainly depend on their teachers to take the responsibility of their

learning. This paper is designed to study a number of factors affecting students’ motivation in Psychology

and Sociology classrooms in general education program. The study is conducted on 400 students from Abu

Dhabi. Motivation and study habits scales are used to understand the various factors related with their

motivation in learning. The data was analyzed using the statistical techniques; such as, regression analysis,

and ANOVA. Results provide profound insights into numerous factors affecting students in their learning

process.

Key words: Motivation, Psychology, Sociology, General Education, Learning



Toastmasters Clubs and the Learning Communities initiative within UAE

Omneya Omar

Lancaster University, England

List of Abbreviations

Acronym Definition

CoP Community/Communities of Practice

UAE United Arab Emirates

TC Toastmasters Club

LPP Legitimate peripheral participation

TMI Toastmasters International

Abstract:

The purpose of this empirical study is to contribute to knowledge on how participants of

specialised adult learning initiatives value their learning of locally identified employability skills within a

community of practice (CoP). It seeks to contribute to the discussion around the need for informal lifelong

learning as a means of developing skills needed in the changing workplace, and the possibility of CoP serving

as a significant tool with which to fill this need. It contributes to the National Qualifications Authority’s

(NQA) research agenda within the United Arab Emirates (UAE), requiring more research in capturing adult

learning opportunities and identifying implications for employability and workplace learning within the

Middle East. The study examines the experiences of members of Toastmasters clubs (TC), an extracurricular

specialised adult learning environment which focuses on the development of communication and leadership

skills. The study aims to reveal and interpret how Toastmasters members perceive the value of their learning

experience during club meetings and how TC as a CoP contributes to the development of employability skills.

The study uses semi-structured interview questions to construct a thematic analysis highlighting the

experiences of seven members of UAE Toastmasters clubs. The analysis is informed by Wenger’s CoP theory

and the concepts of legitimate peripheral participation and boundary crossing. It reveals five major themes

which support the view of CoP as a significant tool for enhancing employability skills and provides a

foundation for further research into the use of CoP as a supplement to formal learning architecture and the

teaching of employability skills.

Keywords: Toastmasters International, Communities of Practice, Higher Education.



Quality assurance in early years setting: informing the development of an effective early years quality

improvement framework for the UAE

Samia Kazi

Arabian Child Education Consultant, Dubai

Abstract:

Governments need to invest in quality services for children starting from birth (García, Heckman et al. 2017).

But what is quality and how can governments work in a coordinated, research-based, strategic effort to make

significant contributions and enhance the quality of services provided to our youngest citizens, and how do

contextual and cultural differences affect the need for creating a custom ‘home-grown’ plan of action? This

research aims to argue the importance of developing a robust system for quality early childhood services by

initiating the first step towards a multi-stage strategy; researching the relevant dimensions (process, structural,

cultural) that need to be considered for the creation of a quality framework for early childhood centers

(nurseries) in the United Arab Emirates.

An exploratory mixed-method design of both qualitative and quantitative methods was used. The qualitative

research consisted of a Delphi approach that assisted in gaining preliminary feedback from early childhood

experts and nursery directors in the UAE to identify the critical issues and challenges effecting quality

implementation. The quantitative stage consisted of a structured questionnaire that explores the beliefs of

teachers in the field of early childhood.

Funding Support and SEN Support was found to have a significant effect on Group Size in nurseries. Parent

Awareness and Teacher Competence was positively related to Classroom Environment. Classroom

Environment was positively related to Teacher Child relationships, Pedagogical Approach, and Collaborative

Crafting. The full list of supported hypotheses is represented in the proposed conceptual framework.



Importance of life skills in developing competencies of youth: An analytical study

Dr. A. Radhakrishnan Nair

Registrar, Central University of Kerala

&

Founder President,

Indian Association of Life Skills Education

Abstract

Education in a broad lifelong learning perspective aims at enabling and empowering people to realize their

rights to education, fulfill their personal expectations for a decent life and work, and contribute to the

achievement of their societies’ socio-economic development objectives. Apart from the acquisition of basic

knowledge and cognitive skills, the content of learning must promote problem solving and creative thinking;

understanding and respect for human rights; inclusion and equity and cultural diversity (UNESCO-2015).

Education should be an enabler, which helps an individual to stand alone and to perform his duties and

responsibilities to the satisfaction of oneself and to the society. The ultimate aim of education is to develop

the competencies of an individual to perform duties to her fullest potential. Several studies show that the

graduates who are coming out from the universities and colleges are not employable or work ready. There is

a huge gap in the work skills among the educated youth. Studies has been conducted on the skill gap among

graduate students on their employability and how to solve the issues and the studies proved that life skills

training is an effective solution in developing the competencies of the people. Government of India has taken

steps to ensure imparting core skills and professional skills among students along with professional knowledge

by enforcing National Skills Qualifications Framework (NSQF). NSQF is a competency-based framework

that organizes all qualifications according to a series of levels of knowledge, skills and aptitude. These levels,

graded from one to ten, are defined in terms of learning outcomes which the learner must possess regardless

of whether they are obtained through formal, non-formal or informal learning. It is defined by the extent of

demands made of the learner in broad categories of competence, i.e. professional knowledge, professional

skill, core skill and responsibility. The objective of the present study is to analyze the NSQF in ensuring

knowledge and work skills and to understand the overarching importance of life skills in developing

competencies among the students.



Emerging and Assistive Technologies: A New Approach in Changing Teachers’ Mindset in Using

Technology in the Classroom

Sam Eldakak, Dr. Khalizani Khalid, and Dr. Tara Al Hadithy


Abstract

The problematic issue of mixing technology into teaching and learning method has become a persistent and

constant dilemma. Several issues and key elements have contributed to this problem. The limitation and lack

of computers availability, the aversion to advancement in technology, and skills that needed to assist in

technology integration. Despite the perception of some teachers and the limitation and the shortage of

computers availability in some schools, some teachers have achieved a great deal of success in integrating

technology in the classroom based on gaining a new perception and changing their mindset.

This paper displays the negative and the undesirable approach of some of the educators and as a result, that

type of approach will hamper the possibility of providing a meaningful teaching and learning integrating

technology in the classroom.

Using technology in the classroom should be an essential part of every curriculum. In addition, and besides

changing the teacher’s mindset toward technology integration, evolving new pedagogy, creating meaningful

learning outcomes, giving effective and expressive and effective assessment tools and constructive feedback

are a must to familiarize educators with the various components of technology and consider it as a fundamental

part of teaching and seeing the positive and the effective part of using technology in the class from a broader

perspective that will give the teachers the necessary groundwork and the basis to understand and device

technology into the classroom more positively.

Key Words: Technology Integration- Mindset- Pedagogy- Curriculum- Meaningful teaching and learning



Impact of Social Intelligence on Student’s Interpersonal Relationships and Academic achievement

Rubina Qureshi, Sam Eldakak, & Smitha Dev


Abstract

The ability to understand diverse group of people and work with them productively is one of the key skills in

demand in 21st century. Diversity is often not seen as a strength because people lack the ability to work with

differences. The study assesses the level of social intelligence in university students in six components which

according to the researchers are the pertinent characteristics of social intelligence: a) dealing with diverse

perspectives in class discussions and in small group settings, b) offering generosity and altruism., c) listening

actively, d) demonstrating tolerance e) practicing emotional intelligence and e) empathy The research was

conducted among 400 university students and social intelligence was measured using the adapted version of

TSIS-Tromso Social Intelligence Scale (Silvera, Martinussen, & Dahl, 2001) “Relationship assessment scale”

was used to measure the interpersonal relationship among students. The data were analyzed using the

statistical techniques; such as Test of significance (t-test) of the difference between means for large

independent sample, Product-moment coefficient of correlation – person r is used to find the relationship. The

study also evaluated the impact of social intelligence on students’ relationship with their peer students. The

study reaches a conclusion that provided opportunities by the university educators and establishing ground

rules in the class students can demonstrate a high level of social intelligence.

Key words: Social Intelligence, social skills, interpersonal relationship, academic achievement



Impact of Mentoring on At-Risk Youth

Shazia Mirza

CEO, Manzil Educational Organization, Karachi, Pakistan

Abstract

This study is a Qualitative case study which highlights the important role of an educational leader using

mentoring and socio emotional techniques to save her student from extremist activities in the name of religion.

Educational leaders should be committed not only toward thier students’ academic enrichment but also focus

on developing their student’s socio emotional wellbeing. The educational leader plays a profound role toward

promoting students wellbeing, giving them a message that yes we are here for you and by building in them

confidence when they need it the most. Whenever at-risk yout is mentioned, it is assumed that they hide

destructive layers under their body and mind. They need someone who knows how to read these signs and the

educational leader plays a key role in this regard. This study will help educational leaders and managers to

understand the aspects, importance and applicability of social emotional learning (cognitive affective) on

student’s behavior. Furthermore the study also shows how using some techniques of care, the leader not only

saved her students’ life but also the lives’ of many students. This research accentuates the importance of

creating a strong bonding with students. For curriculum developers, it is of key importance to inculcate

religious content that emphasizes more on aspects related to care especially through animal rights in Islam

and humanity on whole. Furthermore this research provides imperative guidelines to inculcate social

emotional learning in Islamiat curriculum and shares the result on student’s behavior towards general people.

It also emphasizes the leaders’ role of managing students on the basis of socio emotional learning.

Key Words: Leader, Mentoring, at-risk youth, Socio Emotional learning, care curriculum, extremism



Promises and Prospects of using Muslim Children’s Literature for Teacher Education

Antum Amin Panjwani

Imara International, Dubai

Abstract

Situated in the context of multiple challenges and possibilities faced by Muslim students and communities in

the Western socio-political and educational contexts, this paper attempts to answer “How can use of Muslim

children’s literature guide teacher educations process particularly for classroom contexts having Muslim

majority students”? This question touches several chords within curriculum studies, teacher development and

schooling in general , therefore, an integrated framework combining insights and concepts from critical

pedagogy, anti-racism, post-coloniality, multiculturalism, as well as, anti-orientalism are applied. The use of

these frameworks aims to bring social justice and offers a promise of development of cosmopolitan ethics in

teachers, as well as students. The understanding created through engagement with the above exploration

generate opportunities for relevant conversations and awareness for both Muslim and non-Muslim

stakeholders. It assures equipping teachers with significant knowledge to validate experiences of elementary

children through stories. The use of Muslim children's literature as curricular resources has the capacity to

promote bridging of cultures, create responsiveness around Muslim students' background, alleviate

misconceptions in the students and promote confidence in parents of Muslim children, especially those in the

public schools.



21st century paradigm shifts and teachers’ beliefs

Muna Abdalatif Abbass Hamd


Abstract

Teaching methodologies are undergoing changes due to the 21st century paradigm shift in education. This

paper focuses on the relationship between teachers’ beliefs and the implementation of 21st century

methodologies in classrooms. Specifically it sheds light on what assumed to be reason of slowing down

teachers when implementing 21St century methodologies; the burden on teacher’s daily routines what can be

presented as administrative tasks versus the creative tasks. The 21st century changes in educational

methodology linked with lesson plans and class room observation and above all reduction of teachers talk so

it looked as if it is going to hijack teachers of their theatre. The paper is based on the observations and teachers

complaints.



The Challenges Faced by Instructors and Learners while Adopting Task-Based Instruction in the

Learning of the English Language

Babikir Eltigani Siddig Ahmed

AL Zaem AL Azhari University, Sudan

Abstract

This paper explores the existing challenges that hamper instructors’ and learners’ efforts while adopting task-

based instruction in their contexts of learning the English language. Teaching and learning English as a second

language continues to draw attention regarding the appropriate approach that instructors should adopt

particularly in the case of Sudan where Arabic is the first language. A mixed method was embraced to answer

research objectives of this study. In the study, questionnaires and interviews were administered to the research

subjects who were recruited from the University of Khartoum using convenience sampling technique. Data

from the study was analyzed using the SPSS software where descriptive and inferential statistics to test

research objectives of the study. Results of the study indicated a correlation between the need to adopt the

task-based instruction with 18% of the students interviewed attributing that task-based instruction approach

failed to foster students’ speaking skills.

Keywords: Task-based instruction approach, Second language acquisition, language fluency, English

Language.



Understanding the Effectiveness of Learning management system in Education Sector

Vani Kovilakathu


Abstract

The purpose of this study is to understand how effectively the information systems are getting used in the

Education Sector. Despite the availability of various software in the market it would be interesting to find out

whether our education sector is effectively using those to improve the quality of education provided to the

students. The study is about the various LMS tools getting used in the Schools and Colleges across the country

and how it is helping the students and the Faculties in their respective areas.



Fostering real time Formative Assessment: How Kahoot transformed the EAP Classroom for UAE

undergraduate Law students by improving summative assessment outcomes

Dr. Tara Al-Hadithy and Samer Ali


Abstract

The purpose of this paper is to describe a reflection on integrating a web-based learning tool (Kahoot) for the

purpose of real time formative assessment and share lessons learned by a university instructor teaching EAP

to L2 learners in the undergraduate Law program at a UAE university. The participants in the study are 80

undergraduate Law program students enrolled in a customized Academic English course-ENG100 (A). The

Law program is delivered in Arabic; hence, its undergraduate students are exempted from the university’s

English Language proficiency requirements. However, these students face the challenge of taking this

customized EAP course to complete the general education requirements. The study investigates the

advantages and limitations of using Kahoot with this profile of students and examines how the effective

strategies implemented improve summative assessment outcomes. Quantitative data were not collected on the

effectiveness of the interventions applied. Data was collected by means of teacher and students’ reflection

journals, focus group interviews, and semester course evaluation. Qualitative analysis of findings suggest that

Kahoot- an online learning game fosters students’ intrinsic motivation. Moreover, findings reveal a marked

increase in active learning, student engagement, self-efficacy, self-directed learning and improvement in

summative assessment outcomes over 3 semesters. It is also noteworthy that integrating Kahoot within a

student-centered teaching approach had a positive impact on the instructor’s evaluation scores.

Keywords: Kahoot; EAP; intrinsic motivation, formative assessment; summative assessment



Cultural, Social, and National Setting and the Most Common Factor that Hinders Women’s

Empowerment

Anna C. Bocar, MBA, LL.B., DBA

Gulf College, Sultanate of Oman

Amal Salem Mohammed Al Wahaibi*

Gulf College, Sultanate of Oman

Abstract

The aim of this study is to assess the extent of women’s empowerment who are working in a specific

community in terms of cultural, societal, and national setting. This research also determines the most common

factor that hinders the empowerment of the participants in its general sense. The descriptive research method

is utilized in this investigative work. A researcher made survey checklist form is the main instrument used to

gather the data. This paper verified that the one hundred percent of the participants belong to the lower

class. Furthermore, it was observed that the participants’ empowerment with respect to cultural and national

setting is at very great extent which signifies that they are empowered in this part most of the time. Though,

in terms of social setting they show that their empowerment is at great extent which suggests that they are

empower in this atmosphere at often times. On the other hand, study reveals that illiteracy is the most common

factor that hinders participants’ empowerment. The findings of the study sealed that the socioeconomic status

of the participants does not have an immense contribution to limit their empowerment on the cultural, social

and national environment since literacy does not speak only of any particular educational level in which may

involve money but it refers also to competence or knowledge, the know-how attitude, of a person to a specific

area.

Keywords: cultural, social, national setting, women’s empowerment, hindrances



Intensive vs. Regular Semesters: A Comprehensive and Gender Based Analysis of Students’

Performance

Anand Dwivedi, University College


Abstract

Academic performance of students is a function of numerous factors. The present study attempted to examine

the difference in academic performance of students – overall and gender based’, if any, in Regular and

Intensive semesters. Mixed methods of both qualitative and quantitative analytical strategies were adopted.

Secondary data was used for comparing the difference between students’ performance in Regular and

Intensive semesters. Statistical methods like percentage and mean were used to analyze the data. The study

revealed that the number of courses taken by students in each semester, students’ commitment, class size,

duration of classes and higher effective teaching time are the major factors affecting students’ academic

achievement in intensive semesters. Through this study, we have arrived a reasonably high level of conviction

that policy makers in academia and professionals need to reassess and subsequently reconsider the rationale

of inclusion of only regular semesters for furthering academic achievements of students at university level.

Keywords: Intensive and regular semesters, Comparative study of academic performance, Gender based

study, Factors affecting students’ performance, Academic Performance.



World English’s: Changing the Paradigm of Linguistic Diversity in Global Academia

Azizah Alogali

University of Rochester, NY

Abstract

This paper will discuss and investigate the way that non-native speakers of English are treated in academic

publications. First, it will examine the rates of publication of native versus non-native speakers, the types of

journals in which non-native English speakers’ writing is more abundant, and the discourse surrounding the

perceived quality of non-native versus native speakers’ written contributions. Next, possible overt and hidden

advantages of native speakers over non-native speakers in academic writing communities will be analyzed.

Root causes, historical background, and the current pressures and struggles on the academic community will

all be examined for the role they play in this phenomenon.

In many countries, where English language is the dominant second language, inequalities between native

speaker and non-native speaker students’ writing in English have led to a host of problems with academic

dishonesty and discrimination. These inequalities have also caused ESL students to set lower academic

standards, choose less rigorous schools, and limit their professional and academic accomplishments. Most

academic institutions openly promote “American” and “European” varieties of English, including accent and

writing style — a biased and unjust system rooted in European imperialism, which is no longer relevant or

useful. This paper will attempt to explore possible solutions to this problem, both to improve non-native

students’ written scholarly work and to restructure global perceptions and biases towards different regional

varieties of English. The “World Englishes” theory will be the grounds on which the paper’s recommendations

are based.

This paper will take the form of a literature review. An analysis of the experiences of ESL scholars in academic

publishing will be conducted in order to shed some light on the inequality and bias against ESL scholars. The

types, locations, and reputations of the journals which publish more non-native speakers’ work will also be

examined, so as to contrast them with the perceived prestige or ratings of journals which favor American or

European scholars. The distribution, both geographic and topical, of ESL scholars’ work will also be studied,

in order to see whether ESL scholarly writing is mostly distributed locally or if ESL authors are able to

disperse their work more globally. In order to explore the consequences of any bias against non-native ESL

scholars, the prevalence of academic dishonesty among ESL students will be considered as well. Finally, the

ways in which varieties of English differ in a professional written context will be studied, so as to evaluate

and assess the reasoning behind any existing prejudice or bias among publishers. All of this literature review

will then be framed in a context promoting the re-evaluation of regional varieties of English for a more

egalitarian and content-driven academic discourse.



Thesis-Antithesis: Reflections on the Education System

Dr. Munnazza Afreen

Mumbai, India

Abstract

The world has witnessed various researches at national and international level to explore reasons and measures

to reduce dropout rates at various levels of Education. On the contrary the purpose of the paper is to reflect

on education system in reference to the life of different game changers/leaders that dropped out of their formal

schooling either at an early stage or higher level of education to achieve their goals. All over the world the

list of such dropped outers are huge but few of them are not only managing and leading their businesses but

also controlling economy of the world at large. This paper also attempts to throw light and raise concerns to

revolutionize education system to meet the needs of diverse talents.

Keywords: Conventional Education, leaders, Creativity



Extent of Students’ Practices as Digital Citizens in the 21st Century

Dr. Salvacion Domingo

Gulf College, Muscat, Sultanate of Oman

Dr. Nenita Guerrero

Majan College, Muscat, Sultanate of Oman

Abstract

This study aims to determine the level or extent of practices on the norms or behaviors of the participants with

regard to the use of technology. It is technically termed as digital citizenship. The descriptive survey method

was utilized in this study. A researcher-made survey questionnaire patterned from an online article with slight

modification is the main tool used in this paper. The research setting of this study is in one of the colleges in

Muscat in the Sultanate of Oman. The participants are two hundred randomly selected students who are

officially enrolled in Level 5 and 6 in the Academic Year 2016-2017. The result of the study dwelled on the

three main indicators namely: respect yourself and/or respect others; educate yourself and/or connect with

others; and protect yourself and/or protect others. The findings revealed that different genders that are at

different educational levels have diverse level or extent of norms that are applied when using a technology.

As manifested by the participants, it was found out that self-education and connection with others is

practiced by them at an extent higher than self- respect and respect to others. Furthermore, it can be concluded

that males are more sensible than females when it comes to self-education and/or connection with others as

applied in the use of technology. In addition, according to what was shown by most of the participants,

protecting oneself or protecting others is generally at a lesser extent of practice by them. Some of the male

and female participants are less conscious on what is meant by digital health and wellness.



Sense-Making and Future Skills: Impact of Humanities Teaching on Ability of Students to Engage

with the Changing Global Context

Deenaz Kanji and Rubina Qureshi,


Abstract

Educationists today are asking some fundamental questions about the philosophy of education: should we

offer career-focused education, or should we offer a broad-based education? In other words, what is the place

of the humanities and the liberal arts in education today? Students emerging from university require a number

of key skills and aptitudes that prepare them to create meaning out of the new universe of work that opens out

to them as they step out of the somewhat sheltered world of the university. The skill of sense-making – how

do young people understand the changed, and changing, global context that is shaping their world, is a critical

21st century skill. This study uses the example of one humanities course, UAE and GCC Society taught to

undergraduate students in Emirati universities, to ask a fundamental question: what is the impact of humanities

education? The research was conducted among 500 undergraduate university students, using pre- and post-

course surveys, as well as focus groups, specifically to assess whether the course resulted in enhanced

understanding of the following key concepts a) social integration b) historical thinking c) cultural change d)

media responsibility e) globalization f) social responsibility. This study demonstrates the necessity of

humanities education to produce a future workforce that is both rounded intellectually and grounded in the

social realities of contemporary society.

Key words: sense-making, humanities, 21st century skills, liberal arts



Evaluation on the Effectiveness and Usability of the Developed Collaborative Interaction

Management System

Dr. Salvacion Mata- Domingo

Gulf College, Muscat, Sultanate of Oman

Abstract

A Collaborative Interaction Management System (CIMS) is a system that potentially provide some assistance

to the teachers in managing the student’s collaborative interaction in forum discussions. The projected main

function of the CIMS is to provide tools that automatically gauge the quality of interaction as reflected in

student’s individual contributions so as to make it easier for the instructor to make judgments on the

effectiveness of the collaborative process. This study aims to assess how effective and usable is the developed

CIMS based on the evaluation of faculty and students. The descriptive research design is utilized in this study.

The five-point Likert scale is used and the gathered data are statistically interpreted through the utilization of

weighted mean. The participants of this study are the thirty teachers and the thirty students. They are coming

from the selected universities. The researcher made survey instrument was employed. The bases of the

construction of the instrument are the characteristics listed on the software quality model of ISO 9126. These

are the functionality, usability and the reliability. Each of these software characteristics is described by some

indicators to obtain the responses of the participants. The overall evaluation of the participants displayed the

weighted mean of 4.0, thus it can be concluded that the functionality, usability and reliability of the software

is very good.

Keywords: effectiveness, usability, software quality, Collaborative Interaction Management System



Measurement of Students’ engagement and its determinants: multilevel analysis on Russian data

Prof. Yana Roshchina

National Research University Higher School of Economics, Russia

Dr. Tatiana Karabchuk

UAE University

Abstract

The paper is aimed at measuring the students’ involvement in learning, research and social activities at

universities in Russia. Moreover, the paper discloses the two-level determinants of students’ engagement:

institutional (universities’) level factor and individual (students’) level factors. The outcomes of this country

case-study could be transferred to other countries to measure the students’ involvement and to predict

university efficiency in unlocking students’ human capital potential. Active involvement in learning and

research processes not only improves academic achievements but also positively increases life chances for

successful careers. The methodology of the study consists of two stages. First, we define and describe the

complex index of the depended variable which is the students’ involvement. Second, we estimate the

determinants of the students’ involvement by multilevel modeling. The analysis is based on the “Russian

Monitoring of Education” conducted in 2015 and 2017 with a representative sample size of 6692 students.



Unlocking the Power of Inquiry: A Case Study on Elementary Science Professional Development

Program

Ramla Poonawala

Szabist, Karachi, Pakistan

Abstract

It is in the formative years of elementary school where teachers should encourage students to inquire and

explore the world around them. This study examines the awareness of inquiry based teaching amongst

elementary science teachers through a workshop intervention, conducted in a private school in Karachi. The

case study design deployed highlighted the learning experiences of the 24 participants that took part in the

professional development workshop.

A qualitative survey was carried before the intervention to collect initial conception of participants related to

inquiry based teaching. Qualitative research study through focus group discussions, document analysis and

participant observations (field notes) during and after the intervention were used to record participants

learning experiences and awareness of essential features of inquiry based pedagogy. In addition to these, four

primary science teachers were interviewed to examine the adoption of essential features of inquiry in their

revised lesson plans.

The findings of this study are that before the science training the participants were superficially aware of the

fundamentals of inquiry based methods and techniques and knew its importance. However, the in-depth

process knowledge and skills/strategies required for an effective inquiry was not depicted by them during this

study.

The workshop provided learning opportunities to analyze phenomenon, think scientifically, engage in hands

science activities, provided exposure to research based literature and opportunities to reflect on their own

classroom practices. Because of the workshop, the participants demonstrated an improved understanding of

what entails an inquiry process and features of scientific inquiry.



This research should inspire and inform professional developers about gap in inquiry based science teachings.

Furthermore, the study aims to motivate private schools in Pakistan to invest in inquiry based science teaching

as a tangible long-term benefit which can translate into better teaching practitioner.

Key words: Inquiry based teaching, scientific inquiry, process skills, elementary science

English/ Arabic dual language children’s picture books: bridging the gap between publishing and

academia to enhance children’s learning

Anna Dillon, Assistant Professor

Zayed University, Abu Dhabi, United Arab Emirates

Zeina Hojeij, Assistant Professor

Zayed University, Dubai, United Arab Emirates

Alecia Perkins, Assistant Professor


Rima Malkawi,


Abstract

Children’s literature plays an essential role in the development of children’s literacy skills. Dual language

learners can particularly benefit from the use of picture books to facilitate comprehension, formulaic language

acquisition, and vocabulary acquisition. This paper explores the availability and quality of English/ Arabic

dual language books in an early years setting in the United Arab Emirates. It is a qualitative study that

examines the text quality of 24 English/ Arabic dual language picture books available within the setting itself

and the affiliated university library. The researchers’ combined experiences with literacy in the context of

young children, including experience in choosing appropriate texts for young children, as well as their

ontological perspectives as researchers, guide this personal appreciation. The study found issues with

availability of book information, translation accuracy, and cultural relevance. In order to have a high quality

bilingual picture book, it is crucial that the translation be accurate and reviewed very carefully by experienced

authors/editors in both languages to avoid any errors. Attaining the goal of ensuring that students have

opportunities to read high-quality dual language books means that publishers, educators, translators, and

authors must work together to ensure that the highest quality standards are maintained through the entire

evolution of a book.



Key Words: Text quality; English/ Arabic; picture books; children’s literature; dual language books;

multicultural literature

Narrativity, syntactic simplicity, word concreteness, referential cohesion, and deep cohesion in

reading-to-write argumentative tasks

Besma Allagui

Rabdan Academy Abu Dhabi

Abstract

Reading-to-write argumentative tasks are increasingly utilized to assess writing ability at high-stake tests.

Research acknowledged that reading-to-write argumentative tasks are far more cognitively demanding than

writing-only tasks and most student-writers struggle to meet the demands of these tasks effectively. Selecting

suitable reading-to-write argumentative tasks is a primordial concern for most teachers as they need to make

sure the text is neither too easy nor too difficult to read. If student-writers misunderstand the reading text, they

might fail the writing section as well. Therefore, the readability of reading-to-write tasks has an important

impact on the quality of writing. Coh-Metrix Common Core Text Ease Readability Assessor (T.E.R.A) is a

newly developed automated tool that can be used to match the reading text to the level of the student-writers.

In this project, Coh-Metrix (T.E.R.A) was chosen to assess the readability of ten reading-to-write tasks

administered to students with varying language proficiencies at an EFL program in Abu Dhabi. This paper

argues that Coh-Metrix (T.E.R.A) provided a better understanding of text difficulty than standard tools

highlighting five characteristics: narrativity, syntactic simplicity, word concreteness, referential cohesion, and

deep cohesion. The results revealed that more attention should be given to the syntactic simplicity and deep

cohesion of chosen texts. It is hoped that the findings of this study will inform existing and new advances in

the use of automated tools by teachers within EFL writing contexts.



The changing roles of instructor in hybrid classes: Efficiency and accountability

Sura Sami Qiqieh


Abstract

Technology advancement is shifting the education paradigm. The role of the instructor is changing from an

information-giver to a facilitator. Students are no longer passively receiving information but may become

instructional resources in class, self-learners and self-facilitators. In hybrid courses, face-to-face classroom

instruction is combined with online learning. However, deep learning won’t be achieved without an active

use of information and communication technologies that facilitate the learning process. This study explores

the roles of the instructor in as perceived by students attending a hybrid class. Thus, the researcher will use a

semi – structured interview approach where not all questions are designed and phrased ahead of time, but

some of them will be created during the interview, allowing both the interviewer and the person being

interviewed the flexibility to enquire for details or discuss issues. The flexibility of this approach, particularly

compared to structured interviews, allows for the discovery or elaboration of information that is important to

participants but may not have previously been thought of as pertinent by the researcher. These semi structured

interviews will provide a deeper understanding of the instructor’s changing role in the student learning

experience and evaluate gaps exist in the teaching of hybrid classes.



E-learning in the Math Classroom: How to make it a success story at the tertiary level?

Hala Elnagar


Abstract

Teaching and learning have gone and will continue to go through progressive transformations during the

21st Century. This paper is a preliminary exploration of the advantages of and hurdles confronting the use of

technology in math instruction at the tertiary level. Understanding the benefits and challenges of technology

integration in the math undergraduate classroom is a fundamental step in successfully integrating technology

into higher education. The absence of this knowledge may considerably stand in the way of stakeholders and

higher education institutions when faced with the barriers and embracing a wider use of technology in the

classroom. The discussion incorporated explores important empirical research findings related to using e-

learning in math classroom.

Keywords: math classroom, e-learning, advantages, challenges.



Project-Based Learning: an enabling environment for students

Yara Azouqa, Lina Alkhatib, & Rouzan Badwan


Abstract

One of our major goals as educators is to find ways that best enable and empower our students to become life-

long learners, believe in their capabilities and harness all opportunity to develop their skills. Tertiary

education, in this respect, should offer enabling learning environments. Project-based learning and teaching

is one of these enabling environments. Designed around a question or problem, the project-based approach in

this study is used in a Technical Communication course given by University College to science and

engineering students. It aims to allow the students to work in small research groups to investigate questions

inspired by the local context of the city of Abu Dhabi, United Arab Emirates. Students are given clear

guidelines throughout the different phases of the project in a generic form to avoid an over-prescriptive

approach. Creativity and thinking outside the box are always encouraged. The results are better engagement

from students, higher attainment of learning outcomes, a new found appreciation for research and an

empowerment to take class work outside the classroom.



Learning English as a Foreign Script: Case of Arabic Speaking Adult ESL Learners

Ms. Ekaterina Titova


Abstract

Adult ESL learners from non-Roman first language background experience a number of challenges while

learning English due to negative linguistic transfer. One of the most difficult skills for speakers of Arabic is

writing, this language group is the lowest scoring in IELTS Writing Paper worldwide. This papers seeks to

investigate whether the quality of handwriting affects ESL writing assessment by looking into literature and

as well as exploring the process of learning to write in a foreign language writing system by the means of

class observations and semi-structured interviews conducted in UK. The findings show that some of the most

common handwriting problems stem from the first language writing conventions as well as lack of

handwriting instructions. It also reveals what the possible implication the quality of handwriting has on formal

writing assessment. A set of recommendations for ESL practitioners is designed to address the issue.

Keywords: ESL, Second Language Acquisition, Second Language Writing System, Assessment



Academic Accreditation and Assurance of Learning in Higher Education

Dr. Yasser Fouad Selim

Al Buraimi University College, Oman

Abstract

Academic accreditation requirements are sometimes perceived to be very challenging for both faculty and

academic administrators. Establishing and implementing an Assurance of Learning (AoL) system in Higher

Education Institutions (HEI) could be a key factor to meet accreditation requirements if done properly. AoL

provides a systematic process of assessing, reviewing, and improving curriculum considering many variables

that include among others: Students’ achievement of Learning Outcomes and the aligned program objectives

and graduate attributes, attrition and retention data, employers’ feedback, and graduates’ feedback. AOL

ensures also the accountability of faculty members when delivering a course and the department when offering

a program. This paper gives an overview of the AoL system developed by Al Buraimi University College to

meet Oman Academic Accreditation Authority requirements. The paper juxtaposes the rationale for using the

system, the tools developed to facilitate implementation, the results attained so far, and the changes met to

attain faculty and stakeholders involvement. The paper claims that the AoL system is an ideal program to

make well-informed decisions about curriculum review and development and to meet accreditation

requirements.



The impact of co-curricular activity assessment on university students’ course performance: A case

study of the Natural Sciences course.

1Dr.Gehan El Enain, 1Muhammad Farooq


Abstract

Our objective was to examine if a co-curricular activity incorporated with assessment methods affected

students’ competence in a course. Natural Sciences (201) was chosen as a candidate course for this study.

Students’ grade breakdown was examined and analyzed using SPSS software over four academic years from

fall semester 2012-13 to fall semester 2015-16. The number of failed students was significantly lower (p<0.01)

in fall semesters when compared with the number of failed students in spring semesters. A further analysis

was attempted as an approach to understand the reasons for the remarkable elevation of success in the fall

semesters. Hence, a questionnaire was given to 121 students and the data showed that the Science

Communicators Program, metaphorically The Science Festival, played a key role in the students’ achievement

of excellent levels of performance in the Natural Sciences course during the fall semesters. Thus, this research

paper recommends the accommodation of off-campus co-curricular activities in other courses taught at the

university.

Keywords: Higher education, Co-curricular activities, Assessments methods, Course performance



How 21st century skills enhance Language ability among university students

Duha Lababidi , Nagam Hussein & Esraa Aboelata


Abstract

One of the huge challenges that have emerged in teaching Arabic is the gap between the offered Arabic

material in university college courses and the Arabic skills that are required in the job market. The purpose

behind this study is to highlight reasons behind the mentioned gab and offering proper active solutions in

order to prepare our graduated students for the practical life, by checking the existed material/

syllabus/teaching methods and activities and try to balance between the required changes and the Ministry

conditions. So the suggested solutions are to change the learning out comes and adapt them to suit the needs

of Arabic environment or context, besides suggest new content that strengthen the student’s communication

skills in writing (new technical writing skills) like: summarizing, writing emails and business letters, visuals

reading…etc.)

This study faced a few challenges such as: the barriers to change the traditional methods that are used in

teaching languages in general and the Arabic language in specific, and the implementation (designing

appropriate assessment tools and rubrics, adopting new teaching and learning strategies and techniques).

Key words: Educational Gap- Teaching methods- Job requirements – Classic way of teaching language.



Employability skills: Are students acquiring them?

Dr Maurice Danaher, Assoc Prof, Zayed University

Dr Anthony Rhodes, Assoc Prof, Zayed University

Dr Ashley Ater Kranov, Washington State University

Abstract

To successfully embrace the opportunities offered in the 21st century workplace graduates need a range of

generic skills. Graduates require sophisticated problem solving, critical thinking and quantitative reasoning

skills; they need to be able to work in project teams sometimes assuming leadership roles; they need to

communicate (written and oral forms) in the language of their discipline to varied audiences; they require an

awareness of the impact of global issues relevant to their discipline; they need to be lifelong learners who are

aware of the limitations of their discipline and therefore continually seek new knowledge. These types of

skills are also known by terms such as employability skills, 21st century skills, foundation skills and

transferable skills. Quality assurance organizations such as ABET (the international accrediting body for

technical fields) and national higher education accrediting bodies require programs to show evidence of

student attainment of these foundation skills. Universities therefore need to emphasise the teaching and

learning of these skills from the time of entry of the students to the university. Such skills, however, are

recognized as difficult to both teach and assess. In earlier articles, the authors have described and presented

preliminary results and findings from an assessment framework - the General Education Foundation Skills

Assessment (GEFSA) - used to measure and assess the attainment of foundation skills for non-native English

speaking students in a general education program (i.e. pre-major students) at Zayed University in the United

Arab Emirates. The GEFSA is the first method in literature to assess the major foundation skills

simultaneously in a general education program. This paper focuses on recent GEFSA testing with students in

their first and last semesters of the general education program.



Sharing Industry Best Practices: Experiential Learning to Advance Entrepreneurial Education “Lego

Serious Play ®” Methodology

Samah Odeh

Institute of Management (Australia- UAE)

Abstract

The paper is focusing on the experiential learning process in developing the entrepreneurial education within

the Institutions of Higher Education. It presents the “Lego Serious Play ®” as a method that has been used in

business incubators to support the development of business ideas by providing the opportunity to transfer the

intangible thoughts into tangible models and getting instant feedback to achieve development of business

models within the entrepreneurial journey. The paper will present how the tool can support the students in

understanding their entrepreneurial skills, going into more depth with the recognized opportunity in addition

to higher level of understanding of the business that will be developed as a result of this opportunity, and its

different types of relationships with diversified surrounding stakeholders within the entrepreneurial ecosystem

in a certain context.

This paper will be identifying the core process of the “Lego Serious Play ®” method and the different

techniques that can be used to achieve the learning outcomes of entrepreneurial program within a highly

motivated and encouraging environment which can positively impact students’ engagement and enhancing

their academic performance by unlocking their knowledge and break their habitual thinking and make them

engage into a serious play where there is a purpose to achieve.



Attaining UAE human capital goals through an innovative method to teach and assess computing

professional skills

Dr. Ashley Ater Kranov, Washington State University, USA

Dr. Maurice Danaher, Zayed University, UAE

Dr. Kevin Schoepp, Zayed University, UAE

Abstract

Industry and academia worldwide stress the importance of professional skills (also known as 21st century

skills, employability skills, or transferable skills). Increasingly, swift cross-sector growth and diversification

requires dedicated and qualified native UAE graduates to attain the goals outlined in the Abu Dhabi Economic

Vision 2030, the 2016 Abu Dhabi Competitiveness Report and the UAE National Vision 2021. While

substantial investment and improvement has been made by Abu Dhabi and the UAE to increase the

professional skills of its young citizens and the country’s global competitiveness, particularly in the STEM

fields, numerous reports highlight the lack of employability skills exhibited by graduates and entry-level

employees. Employers need entry-level employees to be professionally competent and this misalignment

between employer requirements and fresh graduate skills is an impediment to the development of the country.

Additionally, these skills are notoriously difficult to teach and measure. In response to these challenges, this

research team has developed the Computing Professional Skills Assessment (CPSA) to both teach and assess

attainment of the skills in the computing field and tailored to the English as a Non-Native Language

environment and the GCC regional context. CPSA reliability and validity for both course and program level

assessment were established over four years of studies funded by UAE public institutions. The CPSA is a

team-based performance task where students problem-solve in an online environment to tackle current

complex ICT regional and global issues. Environmental, societal/cultural and economic impacts, ethical and

legal aspects, teamwork and communication are integral to the task. This paper will share our findings to date

and future research. Our work directly helps attainment of the critical professional skills necessary to achieve

Abu Dhabi’s human capital goals and further develop Abu Dhabi and the UAE as a competitive knowledge

economy.



Using videos as instructional tools: Exploring current practices at a HE institute in the UAE

Ms. Sebah Al-Ali

Higher Colleges of Technology (HCT), Abu Dhabi, UAE

Abstract

This presentation will share the findings of an exploratory study that surveyed 79 teachers about their current

practices and perceptions towards the use of videos as instructional tools in their language classrooms. The

presentation will also share recommendations and teaching implications based on the findings.



Europe, Education and Culture: managing institutions in troubled times

Maxime Jaffré

CNRS–Centre Norbert Elias, Marseille

Abstract

European cultural policy programs, such as European Capitals of Culture (ECC), seek to develop new forms

of civic cohesion through inclusive and participative cultural events. The cultural assets of a city elected

"ECC" are mobilized to attract a wide range of new audiences, and more particularly youth and immigrants

that remain in most cases, poorly integrated into local cultural life. In the current context of increasingly

challenged perception of Europe's leadership, European cultural policies aim to enhance European values

through the creation of new cultural institutions that intend to accelerate both territorial and cross-border

European cohesion. This new educational pattern is conceived to stimulate integration and mobility, but also

to create a new “young” and transnational ideal European citizen type. However, cultural struggles and

identity conflicts that are emerging in contemporary Europe, especially in the context of increasing

immigration issues, raise new challenges for European cultural policies to address inclusion and integration

with populations poorly integrated into local cultural life.

This presentation aims to explore how audiences poorly integrated into local cultural life (esp. youth and

immigrants) perceive new European cultural policies and management? Are they becoming more

participative, or conversely, do they remain resilient to cultural institutions, and to the new cultural offerings?

For this, we measure the impacts of European cultural policies by analyzing the urban cultural geography

through innovative statistical and cartographical methods.

Keywords: European Cultural Policies, Youth, Cultural Institutions, Inclusion, Participation, Management,

leadership.



The new management of French music conservatories: European political interventions and local

socio-cultural contexts

Elena Raevskikh

CNRS-Centre Norbert Elias, Marseille

Abstract

Supported by the omnipresent State in the past, French music conservatories leans increasingly towards

decentralized leadership and European integration. The new management strategies aim to contribute to more

regional and municipal development, as well as enhance European student mobility, but also support the

democratization of music education. In the context of changing balance of power within the multi-level system

of French music institutions (communal, inter-communal, departmental, regional, national and European

institutions), conservatories are competing to attract new audiences. For this, the youth subcultural practices

(rock, rap, slam etc.) has been officially recognised and included in educational programs of conservatories.

Downtown elitist music schools have been decentralised in the urban space to get closer to targeted

populations, and had to incorporate access to the means of cultural production and distribution. How do

conservatories react to these leadership and management innovations? Are they managing adaptive or hybrid

strategies with new conceptions of music education? Alternatively, do they gradually move away from the

marketplace and become an obsolete and difficult heritage to maintain? This presentation will focus on

qualitative and quantitative methods that we’ve tested and implemented to examine how the political vision

of French multi-level music education system gets in tune with the institutional frameworks of the

conservatoires, but also with the aspirational pursuits of the young people.

Keywords: Cultural Management; Educational Leadership; Music Education; Cultural Institutions; European

Integration; Territorial Administration; Youth Cultural Practices

2nd general education conference - adu.ac.ae · pdf fileoutline noteworthy research on...

Documents