Pub Date : 2021-10-07DOI: 10.1108/lthe-08-2020-0030
M. Pilotti, Halah Alkuhayli, Runna Al Ghazo
PurposeIn the present study, the authors examined whether academic performance [grade point average (GPA)] can be predicted by self-reported frequency of memorization and recitation, verbatim memory performance, and self-efficacy in a sample of college students from Saudi Arabia.Design/methodology/approachStudents' verse memory, word memory, experience with memorization and recitation, as well as general self-efficacy were measured. GPA was provided by the Office of the Registrar.FindingsVerbatim memory performance for individual words and verses moderately predicted GPA.Research limitations/implicationsTo be determined is the extent to which memory skills for different materials are related to memorization and recitation practice as well as encoding preferences.Practical implicationsThe findings indicate that even though in college a premium is placed on activities that transform the format of the materials to be learned, activities that replicate materials may still be helpful.Social implicationsIn Western pedagogy, memorization and recitation are considered counterproductive modes of information acquisition. The findings of this study illustrate that retention is an essential processing step upon which the complex cognitive activities that are embedded in college-level curricula rely.Originality/valueThe extant literature illustrates the benefits of exceptional memorization and recitation training. The findings suggest that academic success is positively related to what would be judged as moderate practice, thereby supporting the notion that benefits exist.
{"title":"Memorization practice and academic success in Saudi undergraduate students","authors":"M. Pilotti, Halah Alkuhayli, Runna Al Ghazo","doi":"10.1108/lthe-08-2020-0030","DOIUrl":"https://doi.org/10.1108/lthe-08-2020-0030","url":null,"abstract":"PurposeIn the present study, the authors examined whether academic performance [grade point average (GPA)] can be predicted by self-reported frequency of memorization and recitation, verbatim memory performance, and self-efficacy in a sample of college students from Saudi Arabia.Design/methodology/approachStudents' verse memory, word memory, experience with memorization and recitation, as well as general self-efficacy were measured. GPA was provided by the Office of the Registrar.FindingsVerbatim memory performance for individual words and verses moderately predicted GPA.Research limitations/implicationsTo be determined is the extent to which memory skills for different materials are related to memorization and recitation practice as well as encoding preferences.Practical implicationsThe findings indicate that even though in college a premium is placed on activities that transform the format of the materials to be learned, activities that replicate materials may still be helpful.Social implicationsIn Western pedagogy, memorization and recitation are considered counterproductive modes of information acquisition. The findings of this study illustrate that retention is an essential processing step upon which the complex cognitive activities that are embedded in college-level curricula rely.Originality/valueThe extant literature illustrates the benefits of exceptional memorization and recitation training. The findings suggest that academic success is positively related to what would be judged as moderate practice, thereby supporting the notion that benefits exist.","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"16 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89520465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-29DOI: 10.1108/lthe-09-2021-058
Rola Jawad Salam, Beidan Mussa
The Book In her book, Joy Kirr offers educators tips on how to effect beneficial changes to their teaching practices and gives useful tools to implement gradual changes in the classroom to redesign their existing approaches and make a positive impact on student learning. [...]educators must, in turn, adapt to be able to reach their students. [...]the author emphasizes on the power of students' voice and students’ choice. In addition to the Further Reading list provided at the end of each chapter of the book, countless external resources are listed throughout the book from websites to online links to social media tools.
{"title":"Book Review: Shift This! How to Implement Gradual Changes for MASSIVE Impact in Your Classroom.","authors":"Rola Jawad Salam, Beidan Mussa","doi":"10.1108/lthe-09-2021-058","DOIUrl":"https://doi.org/10.1108/lthe-09-2021-058","url":null,"abstract":"The Book In her book, Joy Kirr offers educators tips on how to effect beneficial changes to their teaching practices and gives useful tools to implement gradual changes in the classroom to redesign their existing approaches and make a positive impact on student learning. [...]educators must, in turn, adapt to be able to reach their students. [...]the author emphasizes on the power of students' voice and students’ choice. In addition to the Further Reading list provided at the end of each chapter of the book, countless external resources are listed throughout the book from websites to online links to social media tools.","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"12 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80264330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-29DOI: 10.1108/lthe-01-2021-0007
Thuraya Al Riyami
Purpose The purpose of this study is to explore employers’ views on the current English communication skills of higher education institutions (HEIs) graduates and to identify the workplace communication challenges encountered by graduates of these institutions. To achieve this, the study has been conducted using a mixed-method design using quantitative (questionnaire) and qualitative (semi-structured interview) methods to present a holistic picture. The number of the participants was 50 for the questionnaire and 15 for the interview. Descriptive statistics were used for the quantitative data and thematic analysis was used for the qualitative data. The study revealed that Omani graduates have low English proficiency and are capable of using the language to perform low order thinking. They are not capable of using the language for high-order thinking such as summarising, synthesising and evaluating. Also, the study reveals that Omani graduates encounter many difficulties when using the language to support their arguments and conduct research. The study concludes with the presentation of a recommendation to develop students’ English communication skills related to changing the curriculum, establishing an appropriate infrastructure, improving teaching practices and establishing policies that ensure graduates’ capabilities to use English in the workplace. Design/methodology/approach The study has been carried out using a mixed-methods approach which involves “a mixture of qualitative and quantitative approaches” (Creswell & Plano Clark, 2007, p. 5), to get a better understanding of the job market’s perspectives of graduates’ English communication skills. In the first phase of the study, a questionnaire was distributed to 50 employers in different government and private sectors. The questionnaire was comprising three parts. The first part included general questions on background, such as the type of organisation, qualifications required in the organisation and a general view of the English communication skills of graduates. The second part included a rating scale in which participants responded using a five-point Likert scale (from “totally agree” to “totally disagree”) to 17 statements that focussed on the linguistic skills of graduates. The third part also consisted of 23 items with a five-point Likert scale for responses ranging from “totally agree” to “totally disagree”. The 23 items focussed on the professional communication skills of Omani graduates. The items of the questionnaire were inspired by the pertinent literature and the questions of the study. In the second phase of the study, semi-structured interviews were conducted with 15 employers to get clarification on some of the issues that were raised in the questionnaire and get the employers’ opinions about how to improve the communication skills of Omani graduates and what initiatives HEIs can take to achieve that. These 15 participants worked in different public and private sectors, suc
{"title":"Omani graduates’ English communication skills: employers’ perspectives","authors":"Thuraya Al Riyami","doi":"10.1108/lthe-01-2021-0007","DOIUrl":"https://doi.org/10.1108/lthe-01-2021-0007","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to explore employers’ views on the current English communication skills of higher education institutions (HEIs) graduates and to identify the workplace communication challenges encountered by graduates of these institutions. To achieve this, the study has been conducted using a mixed-method design using quantitative (questionnaire) and qualitative (semi-structured interview) methods to present a holistic picture. The number of the participants was 50 for the questionnaire and 15 for the interview. Descriptive statistics were used for the quantitative data and thematic analysis was used for the qualitative data. The study revealed that Omani graduates have low English proficiency and are capable of using the language to perform low order thinking. They are not capable of using the language for high-order thinking such as summarising, synthesising and evaluating. Also, the study reveals that Omani graduates encounter many difficulties when using the language to support their arguments and conduct research. The study concludes with the presentation of a recommendation to develop students’ English communication skills related to changing the curriculum, establishing an appropriate infrastructure, improving teaching practices and establishing policies that ensure graduates’ capabilities to use English in the workplace.\u0000\u0000\u0000Design/methodology/approach\u0000The study has been carried out using a mixed-methods approach which involves “a mixture of qualitative and quantitative approaches” (Creswell & Plano Clark, 2007, p. 5), to get a better understanding of the job market’s perspectives of graduates’ English communication skills. In the first phase of the study, a questionnaire was distributed to 50 employers in different government and private sectors. The questionnaire was comprising three parts. The first part included general questions on background, such as the type of organisation, qualifications required in the organisation and a general view of the English communication skills of graduates. The second part included a rating scale in which participants responded using a five-point Likert scale (from “totally agree” to “totally disagree”) to 17 statements that focussed on the linguistic skills of graduates. The third part also consisted of 23 items with a five-point Likert scale for responses ranging from “totally agree” to “totally disagree”. The 23 items focussed on the professional communication skills of Omani graduates. The items of the questionnaire were inspired by the pertinent literature and the questions of the study. In the second phase of the study, semi-structured interviews were conducted with 15 employers to get clarification on some of the issues that were raised in the questionnaire and get the employers’ opinions about how to improve the communication skills of Omani graduates and what initiatives HEIs can take to achieve that. These 15 participants worked in different public and private sectors, suc","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"2 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89188157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-25DOI: 10.1108/lthe-09-2020-0041
Adil Mohammed Qadha, Baleigh Qassem Al-Wasy, Hassan Saleh Mahdi
PurposeThis study aimed to investigate the impact of social networks on learning requests by Arab undergraduate EFL students.Design/methodology/approachFurthermore, both types of requests (i.e. direct and indirect) have been compared under the same condition. A total of 40 Saudi EFL learners participated in this study. Their scores in the pre-test and post-test were compared.FindingsResults of the post-tests indicated that the experimental groups' performance significantly outscored the control groups. However, no significant difference was reported between the two experimental groups (i.e. direct and indirect).Originality/valueRequests, as a component of pragmatics, have been investigated extensively in the literature to aid second/foreign language learning. However, little is known about the manner by which social networks could foster learning requests.
{"title":"Using social networking tools for teaching requests to undergraduate Arab EFL learners: a study of pragmatics","authors":"Adil Mohammed Qadha, Baleigh Qassem Al-Wasy, Hassan Saleh Mahdi","doi":"10.1108/lthe-09-2020-0041","DOIUrl":"https://doi.org/10.1108/lthe-09-2020-0041","url":null,"abstract":"PurposeThis study aimed to investigate the impact of social networks on learning requests by Arab undergraduate EFL students.Design/methodology/approachFurthermore, both types of requests (i.e. direct and indirect) have been compared under the same condition. A total of 40 Saudi EFL learners participated in this study. Their scores in the pre-test and post-test were compared.FindingsResults of the post-tests indicated that the experimental groups' performance significantly outscored the control groups. However, no significant difference was reported between the two experimental groups (i.e. direct and indirect).Originality/valueRequests, as a component of pragmatics, have been investigated extensively in the literature to aid second/foreign language learning. However, little is known about the manner by which social networks could foster learning requests.","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"14 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77145105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-31DOI: 10.1108/LTHE-09-2020-0046
Shytance T. Wren
Purpose The purpose of this study is twofold: to determine if implementing a global citizenship education curriculum can aid the development of Emirati students’ social responsibility competence and to experiment with different instructional strategies that aim to yield improvement in the social responsibility of students. Design/methodology/approach The intervention research study used a mixed-methods quasi-experimental approach to examine Emirati students’ social responsibility gains and overall perceptions of a global citizenship education curriculum. Conceptual frameworks for instructional design of service-learning were used as theoretical underpinnings. The data were collected from student reflections, field notes, questionnaires and interviews. Findings Both the quantitative and qualitative data indicated that the global citizenship curriculum advanced students' understanding of social responsibility and civic concepts, specifically civic awareness, social justice and diversity. Research limitations/implications For future studies, researchers are encouraged to expand the current study's five-week timeframe by exploring the implications of a global citizenship education curriculum over a full term or even a whole academic year. Practical implications The results of the present study indicate that educators should experiment with curriculum redesign to further facilitate the development of social responsibility in undergraduate students. The results also suggest that educators incorporate specific instructional strategies such as integrated reflections and intergroup dialogue on social issues. Originality/value Social responsibility and global citizenship education have broadly been based on Western paradigms. Few studies have explored the impact of global citizenship education on the development of students' social responsibility in the Gulf region. This study fills the gap in knowledge by lending evidence of the role of global citizenship education in undergraduate university programs in the Gulf.
{"title":"Improving Emirati students’ social responsibility competence through global citizenship education","authors":"Shytance T. Wren","doi":"10.1108/LTHE-09-2020-0046","DOIUrl":"https://doi.org/10.1108/LTHE-09-2020-0046","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is twofold: to determine if implementing a global citizenship education curriculum can aid the development of Emirati students’ social responsibility competence and to experiment with different instructional strategies that aim to yield improvement in the social responsibility of students.\u0000\u0000\u0000Design/methodology/approach\u0000The intervention research study used a mixed-methods quasi-experimental approach to examine Emirati students’ social responsibility gains and overall perceptions of a global citizenship education curriculum. Conceptual frameworks for instructional design of service-learning were used as theoretical underpinnings. The data were collected from student reflections, field notes, questionnaires and interviews.\u0000\u0000\u0000Findings\u0000Both the quantitative and qualitative data indicated that the global citizenship curriculum advanced students' understanding of social responsibility and civic concepts, specifically civic awareness, social justice and diversity.\u0000\u0000\u0000Research limitations/implications\u0000For future studies, researchers are encouraged to expand the current study's five-week timeframe by exploring the implications of a global citizenship education curriculum over a full term or even a whole academic year.\u0000\u0000\u0000Practical implications\u0000The results of the present study indicate that educators should experiment with curriculum redesign to further facilitate the development of social responsibility in undergraduate students. The results also suggest that educators incorporate specific instructional strategies such as integrated reflections and intergroup dialogue on social issues.\u0000\u0000\u0000Originality/value\u0000Social responsibility and global citizenship education have broadly been based on Western paradigms. Few studies have explored the impact of global citizenship education on the development of students' social responsibility in the Gulf region. This study fills the gap in knowledge by lending evidence of the role of global citizenship education in undergraduate university programs in the Gulf.\u0000","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"23 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79684557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-31DOI: 10.1108/LTHE-08-2020-0017
Zsuzsanna Mikecz Munday
Purpose Despite the increasing number of transnational universities around the world, little attention has been paid to students who attend foreign universities in their own countries and their adjustment to the new learning environment. This study aims to examine some of the adaptations freshmen students have to undergo while studying at an American university in the United Arab Emirates (UAE). Design/methodology/approach This study is conducted at an American university in the UAE and involved 152 freshmen students, investigating their challenges to adapting to the university academically and socially. The target respondents were first-year students, typically 18–19 years old men and women of various majors and nationalities who completed high school in the country. Questionnaires were emailed to students; a total of 184 surveys were completed (with prior permission), but only 152 of those fitted the criteria and were used in the study. Findings Findings indicate that although these students study at home, by attending a foreign university many of them rely heavily on the support of peers, especially co-nationals. They require similar academic and emotional support from teachers as many first-year students at university do. Research limitations/implications The findings have limitations as data were collected at a single point in time through surveys. Being a single researcher, the study did not opt for breadth to answer the research questions but aimed to find out freshmen students’ challenges in adapting to the university. Despite the limitations of the study, several issues were raised that can be investigated in future studies. Originality/value The study provided insights into the challenges first-year students face at a transnational university in the UAE. It identifies the support that could be provided by the university to facilitate students’ successful adjustment process to the educational and socio-cultural environment of the university. Although this was small-scale research and cannot be generalized to a larger population, the findings could be transferable to other, similar settings in transnational universities in the region. Findings might be compared and contrasted to other, related cases, as the structural aspects could be noticed in similar cases or situations.
{"title":"Adapting to transnational education: students’ experiences at an American university in the UAE","authors":"Zsuzsanna Mikecz Munday","doi":"10.1108/LTHE-08-2020-0017","DOIUrl":"https://doi.org/10.1108/LTHE-08-2020-0017","url":null,"abstract":"\u0000Purpose\u0000Despite the increasing number of transnational universities around the world, little attention has been paid to students who attend foreign universities in their own countries and their adjustment to the new learning environment. This study aims to examine some of the adaptations freshmen students have to undergo while studying at an American university in the United Arab Emirates (UAE).\u0000\u0000\u0000Design/methodology/approach\u0000This study is conducted at an American university in the UAE and involved 152 freshmen students, investigating their challenges to adapting to the university academically and socially. The target respondents were first-year students, typically 18–19 years old men and women of various majors and nationalities who completed high school in the country. Questionnaires were emailed to students; a total of 184 surveys were completed (with prior permission), but only 152 of those fitted the criteria and were used in the study.\u0000\u0000\u0000Findings\u0000Findings indicate that although these students study at home, by attending a foreign university many of them rely heavily on the support of peers, especially co-nationals. They require similar academic and emotional support from teachers as many first-year students at university do.\u0000\u0000\u0000Research limitations/implications\u0000The findings have limitations as data were collected at a single point in time through surveys. Being a single researcher, the study did not opt for breadth to answer the research questions but aimed to find out freshmen students’ challenges in adapting to the university. Despite the limitations of the study, several issues were raised that can be investigated in future studies.\u0000\u0000\u0000Originality/value\u0000The study provided insights into the challenges first-year students face at a transnational university in the UAE. It identifies the support that could be provided by the university to facilitate students’ successful adjustment process to the educational and socio-cultural environment of the university. Although this was small-scale research and cannot be generalized to a larger population, the findings could be transferable to other, similar settings in transnational universities in the region. Findings might be compared and contrasted to other, related cases, as the structural aspects could be noticed in similar cases or situations.\u0000","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"46 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75090013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-31DOI: 10.1108/LTHE-09-2020-0037
Wagdi Rashad Ali Bin-Hady, N. Al-Tamimi
Purpose This study aims to explore the use of technology-based strategies by Yemeni undergraduate students to develop their English as a foreign language skills in informal learning settings. Design/methodology/approach A mixed methods research design was used to collect quantitative and qualitative data from 110 undergraduate students enrolled at the English Departments in two universities in Yemen. In the first phase of the study, 10 students were interviewed to obtain information about their use of technology to develop their English language skills and subsystems in informal settings. Following the analysis of the interview data, a questionnaire was built to collect quantitative data, and the second phase of the study was carried out with 100 undergraduate students. Findings The findings revealed that students developed four technology-based strategies that they used in informal settings. These strategies included using social media, being inspired by someone, accessing social networks and websites. Students reported that these strategies helped them develop their listening, speaking and reading skills, while they also reported that their vocabulary was enhanced over grammar and pronunciation. Research limitations/implications The study findings can be of benefit not only for helping to raise students’ awareness of informal learning strategies to develop their English skills outside the classroom but also for teachers to rethink the importance of integrating technology tools and digital resources in their teaching practice. The results could also guide curriculum designers to augment textbook materials by integrating technology-based informal learning strategies. Originality/value This is the first study on this topic conducted in the context of higher education in Yemen and offers unique insights into informal learning practices of Yemeni students. In addition, the findings of the study open new dimensions for rethinking the classification of language learning strategies to include those that are technology-based and mainly useful for independent informal learning.
{"title":"The use of technology in informal English language learning: evidence from Yemeni undergraduate students","authors":"Wagdi Rashad Ali Bin-Hady, N. Al-Tamimi","doi":"10.1108/LTHE-09-2020-0037","DOIUrl":"https://doi.org/10.1108/LTHE-09-2020-0037","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore the use of technology-based strategies by Yemeni undergraduate students to develop their English as a foreign language skills in informal learning settings.\u0000\u0000\u0000Design/methodology/approach\u0000A mixed methods research design was used to collect quantitative and qualitative data from 110 undergraduate students enrolled at the English Departments in two universities in Yemen. In the first phase of the study, 10 students were interviewed to obtain information about their use of technology to develop their English language skills and subsystems in informal settings. Following the analysis of the interview data, a questionnaire was built to collect quantitative data, and the second phase of the study was carried out with 100 undergraduate students.\u0000\u0000\u0000Findings\u0000The findings revealed that students developed four technology-based strategies that they used in informal settings. These strategies included using social media, being inspired by someone, accessing social networks and websites. Students reported that these strategies helped them develop their listening, speaking and reading skills, while they also reported that their vocabulary was enhanced over grammar and pronunciation.\u0000\u0000\u0000Research limitations/implications\u0000The study findings can be of benefit not only for helping to raise students’ awareness of informal learning strategies to develop their English skills outside the classroom but also for teachers to rethink the importance of integrating technology tools and digital resources in their teaching practice. The results could also guide curriculum designers to augment textbook materials by integrating technology-based informal learning strategies.\u0000\u0000\u0000Originality/value\u0000This is the first study on this topic conducted in the context of higher education in Yemen and offers unique insights into informal learning practices of Yemeni students. In addition, the findings of the study open new dimensions for rethinking the classification of language learning strategies to include those that are technology-based and mainly useful for independent informal learning.\u0000","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"46 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87982593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-10DOI: 10.1108/LTHE-08-2020-0013
Kenesha Wilson, Jobila Sy
Purpose Managing educational innovation in higher education institutions is a complex process that requires specific strategies based on research and proven frameworks. The aim of this paper was to examine how Bolman and Deal’s (2003) theoretical framework can be used to analyse organisational change processes and to evaluate the progress and outcomes of an educational innovation initiative at a university in the Gulf. This educational innovation involved the use of iPads in curricular practices to enhance pedagogical strategies and student learning outcomes. Design/methodology/approach An ethnographic case study methodology was used to make an empirical inquiry that investigated data obtained from direct observations, informal interviews, holistic field notes and documents to better understand a contemporary phenomenon within its real-life context. Findings A critical analysis of this iPad initiative suggested that the main areas of leading and managing this innovation, through Bolman and Deal’s framework, were effectively centred around the human resources, structural and political frames but were less affected by the symbolic frame. Originality/value The authors provide suggestions, based on their experiences as faculty members and academic administrators, on how such innovations can be effectively led and managed. In addition, a new cross-cultural model is proposed for managing future educational innovations in higher education, particularly in the Gulf region. This new model could also be used to effectively evaluate the implementation and management of other educational changes such as those precipitated by the COVID-19 pandemic.
{"title":"A framework for managing innovation in higher education: lessons learnt from the UAE iPad initiative","authors":"Kenesha Wilson, Jobila Sy","doi":"10.1108/LTHE-08-2020-0013","DOIUrl":"https://doi.org/10.1108/LTHE-08-2020-0013","url":null,"abstract":"\u0000Purpose\u0000Managing educational innovation in higher education institutions is a complex process that requires specific strategies based on research and proven frameworks. The aim of this paper was to examine how Bolman and Deal’s (2003) theoretical framework can be used to analyse organisational change processes and to evaluate the progress and outcomes of an educational innovation initiative at a university in the Gulf. This educational innovation involved the use of iPads in curricular practices to enhance pedagogical strategies and student learning outcomes.\u0000\u0000\u0000Design/methodology/approach\u0000An ethnographic case study methodology was used to make an empirical inquiry that investigated data obtained from direct observations, informal interviews, holistic field notes and documents to better understand a contemporary phenomenon within its real-life context.\u0000\u0000\u0000Findings\u0000A critical analysis of this iPad initiative suggested that the main areas of leading and managing this innovation, through Bolman and Deal’s framework, were effectively centred around the human resources, structural and political frames but were less affected by the symbolic frame.\u0000\u0000\u0000Originality/value\u0000The authors provide suggestions, based on their experiences as faculty members and academic administrators, on how such innovations can be effectively led and managed. In addition, a new cross-cultural model is proposed for managing future educational innovations in higher education, particularly in the Gulf region. This new model could also be used to effectively evaluate the implementation and management of other educational changes such as those precipitated by the COVID-19 pandemic.\u0000","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"35 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90916902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-08DOI: 10.1108/LTHE-08-2020-0004
Tanju Deveci
Purpose The purpose of this paper is to identify the opinions of first-year Emirati students in a writing-intensive English program regarding the extent to which they found themselves creative and the ways in which they expressed creativity in general. The other aim was to identify the ways in which they tended to make their writing creative. The study also sought to see if there were differences between male and female students’ responses. Design/methodology/approach Data were collected from 54 first-year Emirati students using a survey with closed and open-ended questions. Findings Results revealed that only three quarters of the students considered themselves creative. The most common ways in which they perceived themselves creative were through originality, problem-solving and design. With regards to creativity in writing, amongst several factors, they believed that the incorporation of experience, skillful use of lexis and grammar and understanding of their audience in particular make their writing creative. There were no statistically significant differences between male and female students’ responses. Originality/value People’s cultural backgrounds play a significant role in their perception of creativity and beliefs in their own creative writing powers. Creative writing skills are, therefore, often among key learning outcomes, and many universities offer their students writing-focused courses. For these courses to be successful, students’ perceptions of creativity skills ought to be taken into consideration. The current study achieved this.
{"title":"Students’ self-perceptions of creativity: the case of Emirati students in a first-year English program","authors":"Tanju Deveci","doi":"10.1108/LTHE-08-2020-0004","DOIUrl":"https://doi.org/10.1108/LTHE-08-2020-0004","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to identify the opinions of first-year Emirati students in a writing-intensive English program regarding the extent to which they found themselves creative and the ways in which they expressed creativity in general. The other aim was to identify the ways in which they tended to make their writing creative. The study also sought to see if there were differences between male and female students’ responses.\u0000\u0000\u0000Design/methodology/approach\u0000Data were collected from 54 first-year Emirati students using a survey with closed and open-ended questions.\u0000\u0000\u0000Findings\u0000Results revealed that only three quarters of the students considered themselves creative. The most common ways in which they perceived themselves creative were through originality, problem-solving and design. With regards to creativity in writing, amongst several factors, they believed that the incorporation of experience, skillful use of lexis and grammar and understanding of their audience in particular make their writing creative. There were no statistically significant differences between male and female students’ responses.\u0000\u0000\u0000Originality/value\u0000People’s cultural backgrounds play a significant role in their perception of creativity and beliefs in their own creative writing powers. Creative writing skills are, therefore, often among key learning outcomes, and many universities offer their students writing-focused courses. For these courses to be successful, students’ perceptions of creativity skills ought to be taken into consideration. The current study achieved this.\u0000","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"12 3 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88016096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-08DOI: 10.1108/LTHE-09-2020-0038
Najat Alsaied, Fokiya Akhtar
Purpose A variety of alternate technology-enhanced teaching approaches are now available to university students to broaden their learning experiences and complement conventional face-to-face teaching. This paper aims to outline a study conducted at an English Medium Instruction (EMI) University in the Arabian Gulf where students were studying media. The study explored an innovative teaching approach that sought to enhance the students’ interaction with mobile phone applications as part of their learning experiences during the course. Design/methodology/approach The focus of the study was on enhancing the students’ English writing skills such as vocabulary, spelling and grammar and on improving their technical skills such as in video production. The study collected both quantitative and qualitative data. Findings The results indicated that mobile phone applications were helpful in improving students’ journalistic writing skills where they had a good level of proficiency in English, more so than students with poor English who are more dependent on traditional learning methods. Students also benefitted from mobile phone video production workshops that were intensive and creative. Based on the results of this study, it is recommended that courses and labs in media courses have skilled technicians that can train students in creative mobile phone video production while faculty members need to be trained and proactively encouraged to use mobile phones for teaching and learning purposes. Originality/value wBased on the results of this study, it is recommended that courses and labs in media courses have skilled technicians that can train students in creative mobile phone video production while faculty members need to be trained and proactively encouraged to use mobile phones for teaching and learning purposes.
{"title":"Media students using mobile phones in the Arabian Gulf to improve English writing and video production skills","authors":"Najat Alsaied, Fokiya Akhtar","doi":"10.1108/LTHE-09-2020-0038","DOIUrl":"https://doi.org/10.1108/LTHE-09-2020-0038","url":null,"abstract":"\u0000Purpose\u0000A variety of alternate technology-enhanced teaching approaches are now available to university students to broaden their learning experiences and complement conventional face-to-face teaching. This paper aims to outline a study conducted at an English Medium Instruction (EMI) University in the Arabian Gulf where students were studying media. The study explored an innovative teaching approach that sought to enhance the students’ interaction with mobile phone applications as part of their learning experiences during the course.\u0000\u0000\u0000Design/methodology/approach\u0000The focus of the study was on enhancing the students’ English writing skills such as vocabulary, spelling and grammar and on improving their technical skills such as in video production. The study collected both quantitative and qualitative data.\u0000\u0000\u0000Findings\u0000The results indicated that mobile phone applications were helpful in improving students’ journalistic writing skills where they had a good level of proficiency in English, more so than students with poor English who are more dependent on traditional learning methods. Students also benefitted from mobile phone video production workshops that were intensive and creative. Based on the results of this study, it is recommended that courses and labs in media courses have skilled technicians that can train students in creative mobile phone video production while faculty members need to be trained and proactively encouraged to use mobile phones for teaching and learning purposes.\u0000\u0000\u0000Originality/value\u0000wBased on the results of this study, it is recommended that courses and labs in media courses have skilled technicians that can train students in creative mobile phone video production while faculty members need to be trained and proactively encouraged to use mobile phones for teaching and learning purposes.\u0000","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91312360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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