Pub Date : 2018-12-31DOI: 10.18538/lthe.v15.n2.319
Shashidhar Belbase, Hilda Horemans, H. Makhija, Janice Kaur Munster
{"title":"Book review: Teach Students How to Learn","authors":"Shashidhar Belbase, Hilda Horemans, H. Makhija, Janice Kaur Munster","doi":"10.18538/lthe.v15.n2.319","DOIUrl":"https://doi.org/10.18538/lthe.v15.n2.319","url":null,"abstract":"","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"7 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85863197","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 : 2018-12-31DOI: 10.18538/LTHE.V15.N2.289
Tony Waterman
This paper details a teacher-implemented intervention, negotiating learner-generated materials, with the aim of improving low levels of learner motivation. This had resulted from the introduction of a problematic entry test policy acting as gatekeeper to an internationally-accredited diploma course in the learners’ specialized technical subject. For the learners, successful completion of the diploma course would guarantee social and financial benefits including promotion, increased salary and prestige within the military institution. However, an order came from the commanding officer that learners would only be accepted onto the diploma course if they attained an IELTS test score of Band 5. This requirement was not attainable by the learners in the time available and represented a threat to their career aspirations, which would negatively affect them personally, economically and professionally. Consequently, there was a substantial drop in learner motivation. An intervention was constructed and conducted during the course over a two-week period to supplement students’ course book in order to counter such poor levels of motivation. The study was set within the critical paradigm, using quantitative and qualitative data collecting methods to answer my research question: “To what extent does the intervention (asking learners to choose a topic, select original material, and suggest the type of tasks to be produced for the material) have a positive effect on learners’ levels of motivation?” Key findings included an observed increase in learner engagement and a greater level of concentration than in recent classes together with reduced learner worry about the IELTS test. Several conclusions are offered as to the efficacy of conducting such an intervention and how it could impact on learner motivation.
{"title":"Negotiating course material to counter poor learner motivation","authors":"Tony Waterman","doi":"10.18538/LTHE.V15.N2.289","DOIUrl":"https://doi.org/10.18538/LTHE.V15.N2.289","url":null,"abstract":"This paper details a teacher-implemented intervention, negotiating learner-generated materials, with the aim of improving low levels of learner motivation. This had resulted from the introduction of a problematic entry test policy acting as gatekeeper to an internationally-accredited diploma course in the learners’ specialized technical subject. For the learners, successful completion of the diploma course would guarantee social and financial benefits including promotion, increased salary and prestige within the military institution. However, an order came from the commanding officer that learners would only be accepted onto the diploma course if they attained an IELTS test score of Band 5. This requirement was not attainable by the learners in the time available and represented a threat to their career aspirations, which would negatively affect them personally, economically and professionally. Consequently, there was a substantial drop in learner motivation. An intervention was constructed and conducted during the course over a two-week period to supplement students’ course book in order to counter such poor levels of motivation. The study was set within the critical paradigm, using quantitative and qualitative data collecting methods to answer my research question: “To what extent does the intervention (asking learners to choose a topic, select original material, and suggest the type of tasks to be produced for the material) have a positive effect on learners’ levels of motivation?” Key findings included an observed increase in learner engagement and a greater level of concentration than in recent classes together with reduced learner worry about the IELTS test. Several conclusions are offered as to the efficacy of conducting such an intervention and how it could impact on learner motivation.","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"26 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85472608","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 : 2018-12-01DOI: 10.18538/LTHE.V15.N2.291
Nadine Jaafarawi, Afshan Parkar
{"title":"Book Review: disruptive classroom technologies: a framework for innovation in education (Magana, S., 2017)","authors":"Nadine Jaafarawi, Afshan Parkar","doi":"10.18538/LTHE.V15.N2.291","DOIUrl":"https://doi.org/10.18538/LTHE.V15.N2.291","url":null,"abstract":"","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"44 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82546714","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 : 2018-08-25DOI: 10.18538/LTHE.V15.N1.311
Zoe Hurley
Considering the pervasive use of audio-video and graphic resources in the classroom, it is not surprising that there is a growing interest in how teaching and learning are multimodal – that is, how they make integrated use of varied communicative resources (language, visual materials, gesture and others). The recent publication of Introducing Multimodality is timely considering the visual turn in the social sciences and the magnitude of multimodal resources and representations at work in the visual economy (Poole, 1997; Rose, 2016; O’Halloran et al., 2017). Furthermore, the book offers a useful introduction to the various ways multimodality has been approached and is of relevance to any teacher wanting a greater understanding of multimodal pedagogy.
考虑到视听和图形资源在课堂上的普遍使用，人们对教与学如何是多模式的越来越感兴趣——也就是说，他们如何综合利用各种交际资源(语言、视觉材料、手势和其他)也就不足为奇了。最近出版的《介绍多式联运》及时地考虑到了社会科学中的视觉转向以及在视觉经济中发挥作用的多式联运资源和表现形式的重要性(Poole, 1997;玫瑰,2016;O 'Halloran et al.， 2017)。此外，这本书提供了一个有用的介绍，各种方式的多模态已经接近，是相关的任何教师想要多模态教学法的更深入的了解。
{"title":"Book review: Introducing Multimodality","authors":"Zoe Hurley","doi":"10.18538/LTHE.V15.N1.311","DOIUrl":"https://doi.org/10.18538/LTHE.V15.N1.311","url":null,"abstract":"Considering the pervasive use of audio-video and graphic resources in the classroom, it is not surprising that there is a growing interest in how teaching and learning are multimodal – that is, how they make integrated use of varied communicative resources (language, visual materials, gesture and others). The recent publication of Introducing Multimodality is timely considering the visual turn in the social sciences and the magnitude of multimodal resources and representations at work in the visual economy (Poole, 1997; Rose, 2016; O’Halloran et al., 2017). Furthermore, the book offers a useful introduction to the various ways multimodality has been approached and is of relevance to any teacher wanting a greater understanding of multimodal pedagogy.","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"26 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2018-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85794352","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}
{"title":"Student-led seminars as an active learning strategy to enhance English as a foreign language procrastinating students’ achievement","authors":"M. Al-Amri","doi":"10.18538/lthe.v15.n1.302","DOIUrl":"https://doi.org/10.18538/lthe.v15.n1.302","url":null,"abstract":"Research has demonstrated that high percentages of undergraduate college students self-report they engage in academic procrastination which has significant adverse effects on academic progress with relative consistency. The present study was designed to help English as a foreign language (EFL) procrastinators study on a regular basis, and also to extend the learning of the high achievers. To do so, seventy English as a Foreign Language students in the study were classified by level of procrastination based on scores on the Procrastination Scale (Tuckman, 1991). Half of the students experienced the student-led seminars condition; the other half experienced the assignments condition. Although the student-led seminars condition produced significantly higher scores overall on a final achievement examination than the outline condition did, a significant interaction between condition and student procrastination level reflected an almost 14% advantage for the student-led seminars condition among high procrastinators. There was almost no difference between student-led seminars and assignments conditions for medium and low procrastinators. In addition, the qualitative data revealed high levels of satisfaction among students in the experimental group regarding the seminars and the instructor, as well as the perceived amount of new information learned.\u0000ﻟﻘد أﺛﺑﺗ ت اﻟ د ر ا ﺳ ﺎ ت اﻟ ﺳ ﺎﺑﻘﺔ ا ر ﺗﻔﺎ ع ﻧ ﺳ ﺑ ﺔ اﻟﺗ ﺳ وﯾ ف ا ﻷ ﻛﺎ دﯾ ﻣ ﻲ ﻟ د ى ط ﻼ ب اﻟ ﺟ ﺎ ﻣﻌﺎ ت و ﺗﺄﺛﯾ ر ه اﻟ ﺳ ﻠﺑ ﻲ ﻋ ﻠ ﻰ ﺗﺣﺻ ﯾﻠ ﮭم ا ﻷﻛﺎدﯾ ﻣ ﻲ. ﻟذ ﻟ ك ﺗم ﺗﺻﻣﯾم ھذه اﻟدرا ﺳﺔ ﻟﻐر ض ﻣﺳﺎ ﻋدة اﻟﻣﺳوﻓﯾ ن أﻛﺎ د ﯾ ﻣ ﯾ ﺎً ﻣ ن ط ﻼ ب ا ﻟ ﻠ ﻐ ﺔ ا ﻹ ﻧ ﺟ ﻠ ﯾ ز ﯾ ﺔ ﻛ ﻠ ﻐ ﺔ أ ﺟ ﻧ ﺑ ﯾ ﺔ وﻛ ذﻟ ك ﻟﺗﻌزﯾ ز ﻣ ﺳﺗ و ى اﻟ طﻼب ذو ي اﻟ ﺗ ﺣﺻ ﯾل ا ﻷﻛﺎدﯾﻣﻲ اﻟﻣرﺗﻔﻊ. وا ﺷﺗﻣﻠ ت ﻋ ﯾ ﻧ ﺔ ا ﻟ ﺑ ﺣ ث ﻋ ﻠ ﻰ ﺳ ﺑ ﻌ ﯾ ن ط ﺎ ﻟ ﺑ ﺎً ﻣ ن ط ﻼ ب ا ﻟ ﻠ ﻐ ﺔ ا ﻹ ﻧ ﺟ ﻠ ﯾ ز ﯾ ﺔ ﻛ ﻠ ﻐ ﺔ أ ﺟ ﻧ ﺑ ﯾ ﺔ ﻓ ﻲ ا ﻟ ﻣ ر ﺣ ﻠ ﺔ ا ﻟ ﺟ ﺎ ﻣ ﻌ ﯾ ﺔ . وﺗ م ﺗﻘ ﺳﯾم اﻟ طﻼب ﺑﻧ ﺎ ء ﻋ ﻠ ﻰ ﻣﻘ ﯾﺎ س اﻟﺗ ﺳوﯾ ف ) Tuckman, 1991 ( اﻟ ﻰ ﺛﻼث ﻣ ﺳﺗ وﯾﺎ ت: ﻋﺎﻟ ﻲ، ﻣﺗ وﺳط، وﻣﻧ ﺧﻔ ض ، وﺗم ا ﺳﺗ ﺧدام اﻟﺣ ﻠﻘﺎ ت اﻟد ر ا ﺳ ﯾ ﺔ اﻟ ﺗ ﻲ ﯾﻘ و دھ ﺎ اﻟط ﺎﻟ ب ﻣﻊ إ ﺣ د ى اﻟ ﺷ ﻌ ب اﻟ د ر ا ﺳ ﯾ ﺔ ) 30 طﺎ ﻟ ب(، وﺗم أ ﺳﺗ ﺧدام اﻟ وا ﺟﺑﺎ ت اﻟد را ﺳﯾﺔ ﻣﻊ طﻼب اﻟ ﺷﻌﺑﺔ اﻷﺧر ى. أظﮭر ت اﻟد را ﺳﺔ ﻓﺎﻋ ﻠﯾ ﺔ اﻟ ﺣ ﻠﻘﺎت اﻟ د ر ا ﺳ ﯾ ﺔ اﻟﺗ ﻲ ﯾﻘ ودھﺎ اﻟ ط ﺎﻟ ب ﻋ ﻠ ﻰ ا ﻷ دا ء ا ﻷ ﻛﺎ دﯾ ﻣ ﻲ ﻟ د ى اﻟ ط ﻼب ﻓ ﻲ اﻟﻣﺟﻣوﻋﺔ اﻟ ﺗ ﺟ ر ﯾﺑﯾ ﺔ و ﺧ ﺻ و ﺻ ﺎً ﻟ د ى ا ﻟ ط ﻼ ب ذ و ا ﻟ ﻣ ﺳ ﺗ و ى ا ﻟ ﻌ ﺎ ﻟ ﻲ ﻣ ن ا ﻟ ﺗ ﺳ و ﯾ ف ا ﻷ ﻛ ﺎ د ﯾ ﻣ ﻲ ) 14 %( . ﻛذﻟ ك أ ظﮭر ت اﻟدرا ﺳﺔ ر ﺿﺎ اﻟ طﻼب ﻋن اﻟ ﺣﻠﻘﺎ ت اﻟد ر ا ﺳ ﯾ ﺔ و أ ﺳ ﺗﺎ ذ اﻟﻣﻘ ر ر و ﻛذﻟ ك ﻛﻣﯾ ﺔ اﻟﻣﻌر ﻓﺔ اﻟﺟ دﯾدة اﻟ ﺗ ﻲ ﺗم ا ﻛﺗ ﺳ ﺎﺑ ﮭﺎ.","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"93 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80248736","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 : 2018-06-01DOI: 10.18538/LTHE.V15.N1.305
Tanju Deveci
Not all first-year university students possess the academic self-concept necessary for an effective transition from high school to university. This may impact their aptitude for learning so negatively that their engagement in lifelong learning (LLL), a prerequisite for success at and beyond university, may be limited. Therefore, the relationship between self-concept and LLL tendency is critical. This paper aims to describe this relationship among Arab first year university students. 149 students (77 males and 72 females) in two consecutive courses were involved in the study. Data were collected using two surveys, one on students’ self-concept, and another on their LLL tendency. Comparisons were made to determine whether gender and courses attended played a role in students’ academic self-concept and LLL tendency. The relationship between academic self-concept and LLL tendency was also analyzed. Results showed that students possessed a relatively high academic self-concept and that their LLL tendency scores were higher than the scale midpoint. The female students’ scores for academic effort (a sub-scale of self-concept), and for curiosity (a sub-scale of LLL), were comparatively higher than those for males. The courses attended did not make a significant difference in students’ perception of their academic self-concept; however, students in the second level course scored higher for self-regulation, a sub-scale of LLL, therefore receiving a slightly higher rating for LLL. Results also indicated a positive relationship between self-concept and LLL scores. The association between the academic effort and self-regulation domains of the scales was noteworthy. Recommendations are made to enhance students’ academic self-concept and LLL tendency, with an aim to strengthen the relationship between the two concepts. ﻻ ﯾﻣﺗﻠ ك ﺟﻣﯾ ﻊ طﻼب اﻟ ﺳﻧﺔ ا ﻷوﻟ ﻰ ﻓ ﻲ اﻟ ﺟﺎ ﻣﻌﺔ ﻣﻔﮭوم اﻟذا ت ا ﻷﻛﺎدﯾﻣ ﻲ اﻟ ﺿ رور ي ﻟ ﻼﻧﺗﻘﺎ ل اﻟﻔﻌﺎ ل ﻣ ن اﻟ ﻣد رﺳﺔ اﻟﺛﺎﻧ وﯾﺔ إﻟ ﻰ اﻟ ﺟﺎ ﻣﻌﺔ. ﻗد ﯾؤ ﺛ ر ھذا ﻋﻠ ﻰ ا ﺳﺗ ﻌدا دھم ﻟﻠﺗ ﻌﻠ م ﺑ ﺷﻛ ل ﺳﻠﺑ ﻲ ﻟ د رﺟﺔ أ ن ﻣ ﺷﺎ رﻛﺗ ﮭم ﻓ ﻲ اﻟﺗ ﻌﻠ م ﻣد ى اﻟ ﺣﯾﺎة ) LLL (، وھ و ﺷرط أ ﺳﺎ ﺳﻲ ﻟﻠﻧ ﺟﺎ ح ﻓ ﻲ اﻟ ﺟﺎ ﻣﻌﺔ وﺧ ﺎ رﺟﮭﺎ، ﻗد ﯾ ﻛو ن ﻣ ﺣدودًا. وﻟ ذﻟ ك، ﻓﺈن اﻟ ﻌ ﻼ ﻗﺔ ﺑﯾ ن ﻣﻔﮭوم اﻟ ذا ت واﺗ ﺟ ﺎه LLL أﻣر ﺑﺎﻟ ﻎ ا ﻷھﻣﯾ ﺔ. ﺗ ﮭد ف ھذه اﻟ ورﻗﺔ إﻟ ﻰ و ﺻ ف ھذه اﻟﻌ ﻼ ﻗﺔ ﺑﯾ ن ط ﻼ ب اﻟﺟ ﺎ ﻣﻌﺎ ت اﻟﻌر ب ﻓﻲ اﻟﺳ ﻧ ﺔ ا ﻷ و ﻟ ﻰ . ﺷ ﺎ ر ك ﻓ ﻲ اﻟد ر ا ﺳ ﺔ 149 ط ﺎ ﻟ ﺑًﺎ ) 77 ﻣن اﻟذﻛور و 72 ﻣن اﻹ ﻧﺎ ث( ﻓ ﻲ دورﺗﯾ ن ﻣﺗ ﺗﺎﻟﯾﺗﯾ ن. ﺗم ﺟﻣﻊ اﻟﺑﯾﺎﻧﺎ ت ﺑﺎ ﺳﺗ ﺧدا م ﻣﺳ ﺣﯾن ، أﺣدھﻣﺎ ﻋن ﻣﻔ ﮭوم اﻟ ذا ت ﻟ د ى اﻟط ﻼ ب ، وا ﻵﺧر ﻋن اﺗ ﺟﺎه LLL . أ ﺟرﯾ ت ﻣﻘﺎ رﻧﺎ ت ﻟﺗ ﺣدﯾد ﻣ ﺎ إ ذ ا ﻛ ﺎ ن ا ﻟ ﺟ ﻧ د ر و ا ﻟ د و ر ا ت ا ﻟ ﺗ د ر ﯾ ﺑ ﯾ ﺔ ﻗ د ﻟ ﻌ ﺑ ت د و ر اً ﻓ ﻲ ﻣ ﻔ ﮭ و م ا ﻟ ط ﻼ ب ا ﻷ ﻛ ﺎ د ﯾ ﻣ ﻲ ا ﻟ ذ ا ﺗ ﻲ و ا ﺗ ﺟ ﺎ ه LLL . ﻛﻣﺎ ﺗم ﺗ ﺣﻠﯾ ل اﻟ ﻌ ﻼ ﻗﺔ ﺑﯾ ن ﻣﻔ ﮭوم اﻟذا ت ا ﻷ ﻛﺎ دﯾ ﻣ ﻲ و اﺗ ﺟ ﺎه LLL . أ ظ ﮭر ت اﻟﻧﺗﺎﺋ ﺞ أ ن اﻟ ط ﻼ ب ﯾ ﻣ ﺗ ﻠ ﻛ و ن ﻣ ﻔ ﮭ و ﻣً ﺎ ذ ا ﺗ ﯾًﺎ ﻋ ﺎ ﻟ ﯾًﺎ ﻧ ﺳ ﺑ ﯾًﺎ ، وأ ن د رﺟﺎ ت ﻣﯾﻠ ﮭم ﻟﻠﻐﺔ ا ﻹ ﻧ ﺟ ﻠﯾ ز ﯾ ﺔ ﻛﺎﻧ ت أﻋ ﻠ ﻰ ﻣ ن ﻣﻧﺗ ﺻ ف اﻟﻧ طﺎ ق. ﻛﺎﻧ ت ﻧﺗﺎﺋ ﺞ اﻟ طﻼب ا ﻹﻧﺎ ث ﻟﻠ ﺟﮭد ا ﻷﻛﺎدﯾ ﻣ ﻲ )ﻣﻘﯾ
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Pub Date : 2018-06-01DOI: 10.18538/LTHE.V15.N1.306
Maryjane Nolan-Bock
This study examines the perspectives of adjunct (short-term contract) faculty teaching at offshore branch campuses in Dubai, United Arab Emirates. The rise of the global adjunct labor class and the expansion of universities to overseas markets in the form of branch campuses are just two examples of the extension of neoliberal and consumerist ideology to higher education. While the problems of implementing corporate-style practice and policy in higher education is much critiqued in the literature, this research centers on the intersection of the two issues just mentioned. The primary motivations for undertaking this study were to explore a) branch campus adjuncts’ perceptions of being connected to their university community, and b) the possible impact of their labor conditions on pedagogical conditions. Five adjuncts from four separate branch campuses were interviewed, and the semi-structured interviews analyzed using a critical discourse analysis approach. The findings revealed that the adjuncts often felt isolated from their branch campus and considered themselves to be carrying out the educational mission of the home campus despite having no contractual relationship with the home campus. I argue that the working conditions of the adjuncts have a negative impact on teaching experience and, to a degree, on pedagogy. A more formalized employment relationship between branch campus adjuncts and the home campus is recommended, as well as the provision of professional development and research engagement opportunities for adjuncts. ﺗﺑﺣ ث ھذه اﻟ د ر ا ﺳ ﺔ ﻓ ﻲ وﺟ ﮭﺎ ت ﻧ ظ ر اﻟ ﻣد ر ﺳ ﯾ ن اﻟ ﻣﻠ ﺣ ﻘﯾ ن ﻓ ﻲ ﻓ ر وع اﻟ ﺟ ﺎ ﻣﻌﺎ ت ﻓ ﻲ دﺑﻲ ، اﻹﻣﺎ را ت اﻟ ﻌرﺑﯾﺔ اﻟ ﻣﺗ ﺣدة. إ ن ﺻ ﻌود اﻟ طﺑﻘﺔ اﻟﻌﺎ ﻣﻠ ﺔ اﻟﻌﺎﻟ ﻣﯾ ﺔ اﻟﻣﻠ ﺣ ﻘﺔ و ﺗ و ﺳ ﻊ اﻟﺟ ﺎ ﻣﻌﺎ ت إﻟﻰ ا ﻷ ﺳ و ا ق اﻟﺧ ﺎ ر ﺟ ﯾ ﺔ ﻓ ﻲ ﺷ ﻛ ل ﻓ ر و ع ﺟ ﺎ ﻣﻌﯾ ﺔ ﻟﯾ ﺳ ت ﺳ و ى ﻣﺛﺎﻟﯾ ن ﻋ ﻠ ﻰ ا ﻣﺗدا د ا ﻹ ﯾدﯾ و ﻟ و ﺟ ﯾ ﺔ اﻟ ﻧﯾ و ﻟﯾﺑ ر اﻟﯾ ﺔ و ا ﻻ ﺳ ﺗ ﮭ ﻼ ﻛﯾ ﺔ إﻟ ﻰ اﻟﺗ ﻌﻠﯾم اﻟ ﻌﺎﻟ ﻲ. ﻋﻠ ﻰ اﻟ رﻏم ﻣ ن أ ن ﻣ ﺷﻛﻠ ﺔ ﺗ طﺑﯾ ق ﻣﻣﺎ رﺳﺎ ت وﺳﯾﺎ ﺳﺎ ت اﻟﻧ ﻣ ط اﻟﺗ ﺟﺎ ر ي ﻓ ﻲ اﻟﺗ ﻌﻠﯾم اﻟ ﻌﺎﻟ ﻲ ﻗد ﺗ ﻌر ﺿ ت ﻟﻧﻘد ﻛﺑﯾ ر ﻓ ﻲ اﻷدﺑﯾﺎ ت، ﻓﺈن ھذا اﻟﺑ ﺣ ث ﯾ رﻛز ﻋ ﻠ ﻰ ﺗﻘﺎط ﻊ اﻟ ﻣﺛﺎﻟﯾ ن اﻟ ﻣو ﺻ وﻓﯾ ن . ﻛﺎﻧ ت اﻟ دواﻓ ﻊ اﻟ رﺋﯾ ﺳ ﯾ ﺔ ﻹ ﺟ را ء ھذه اﻟد ر ا ﺳ ﺔ ھ ﻲ ا ﺳ ﺗ ﻛ ﺷ ﺎ ف 1 ( ﻣﻔﺎ ھﯾم ﻣﻠ ﺣﻘ ﻲ ﻓ روع اﻟﺟ ﺎ ﻣﻌﺎ ت ﻟ ﻛوﻧﮭم ﻣرﺗ ﺑ طﯾ ن ﺑ ﻣ ﺟﺗ ﻣﻊ اﻟﺟ ﺎ ﻣﻌﺔ؛ 2 ( ﻣﺎ ﺗﺄﺛﯾ ر ظرو ف ﻋﻣﻠ ﮭم ﻋﻠ ﻰ اﻟظ ر و ف اﻟ ﺗ ر ﺑ و ﯾ ﺔ. ﻟ ﺟ ﻣﻊ اﻟ ﺑﯾﺎﻧﺎ ت ، أﺟرﯾ ت ﻣﻘﺎﺑ ﻼت ﻣﻊ ﺧﻣ ﺳﺔ ﻣدرﺳﯾ ن ﻣﻠ ﺣﻘﯾ ن ﻣ ن أ رﺑ ﻌﺔ ﻓ روع ﺟﺎ ﻣﻌﯾ ﺔ ﻣﻧﻔ ﺻ ﻠ ﺔ. ﺗم ﺗ ﺣﻠﯾ ل اﻟ ﻣﻘﺎﺑ ﻼ ت ﺷﺑ ﮫ اﻟ ﻣﻧ ظﻣﺔ ﺑﺎﺳﺗ ﺧدام ﻣﻧﮭ ﺞ ﺗ ﺣﻠﯾ ل اﻟ ﺧطﺎ ب اﻟﻧﻘد ي. وﻛ ﺷﻔ ت اﻟﻧﺗﺎﺋ ﺞ أ ن اﻟ ﻣﻠ ﺣﻘﯾ ن ﻏﺎ ﻟ ﺑًﺎ ﻣ ﺎ ﺷ ﻌ ر و ا ﺑ ﺎ ﻟ ﻌ ز ﻟ ﺔ ﻋ ن ﺣ ر ﻣ ﮭ م ا ﻟ ﺟ ﺎ ﻣ ﻌ ﻲ وا ﻋﺗﺑ روا أﻧﻔ ﺳﮭم ﯾﻧﻔذون اﻟ ﻣﮭﻣﺔ اﻟﺗ ﻌﻠﯾ ﻣﯾ ﺔ ﻟﻠ ﺣرم اﻟ ﺟﺎ ﻣﻌ ﻲ اﻟ ﻣ ﺣﻠ ﻲ رﻏم ﻋدم وﺟود ﻋﻼﻗﺔ ﺗ ﻌﺎﻗدﯾ ﺔ ﻟ ﮭم دا ﺧل اﻟ ﺣرم اﻟ ﺟﺎ ﻣﻌ ﻲ. أﻧﺎ أ زﻋم أن ظرو ف ﻋﻣ ل اﻟ ﻣﻠ ﺣﻘﯾ ن ﻟ ﮭﺎ ﺗﺄﺛﯾ ر ﺳﻠﺑ ﻲ ﻋﻠ ﻰ ﻣﻣﺎ رﺳﺔ اﻟﺗد رﯾ س . ﺗ و ﺻ ﻲ اﻟ د را ﺳﺔ ﺑ ﺧﻠ ق ﻋﻼﻗﺔ ﺗ و ظﯾ ف أ ﻛﺛ ر رﺳﻣﯾﺔ ﺑﯾ ن اﻟ ﻣﻠ ﺣﻘﯾ ن ﻓ ﻲ اﻟﺣ ر م اﻟﺟ ﺎ ﻣﻌ ﻲ اﻟﻔ ر ﻋ ﻲ و اﻟﺣ ر م اﻟ ﺟ ﺎ ﻣﻌ ﻲ اﻟدا ﺧ ﻠ ﻲ ، ﺑﺎﻹ ﺿ ﺎﻓﺔ إﻟ ﻰ ﺗ وﻓﯾ ر ﻓ ر ص اﻟﺗ ط وﯾ
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Pub Date : 2018-06-01DOI: 10.18538/lthe.v15.n1.287
Julie Nash
Academic integrity is of great importance to insure a consistent determination of what constitutes plagiarism across regions of the world. Academic integrity research spans a global scale and regardless of where the researcher is from, they are building on a pool of research findings that have no physical boundaries. Basic agreed upon research standards and fundamentals must be established to ensure the validity and reliability of the body of academic research. Problematic to the situation are differences in cultural definitions of what constitutes plagiarism. Therefore, this study aimed to build the body of knowledge on the current condition of plagiarism levels as well as perform a sample comparison of some patterns in Eastern and Western culture. A document analysis was conducted for two universities, one in the USA and one in Saudi Arabia. In addition, a survey was conducted in an academic context in Saudi Arabia to investigate students’ and faculty’s understanding of what constitutes plagiarism. It was predicted that Saudi Arabia is shifting towards a Westernized definition of plagiarism; results partially supported this hypothesis. ﺗﻌ ﺗﺑ ر اﻟﻧز ا ھﺔ ا ﻷﻛﺎ دﯾ ﻣﯾﺔ ذا ت أ ھﻣﯾ ﺔ ﻛﺑﯾ رة ﻟ ﺿ ﻣﺎ ن ﺗ ﺣدﯾد ﺛﺎﺑ ت ﻟ ﻣﺎ ﯾ ﺷﻛ ل ا ﻻﻧﺗ ﺣﺎ ل ﻋﺑ ر ﻣﻧﺎ طق اﻟ ﻌﺎﻟ م. ﺗ ﻣﺗد أﺑ ﺣﺎ ث اﻟﻧ زا ھﺔ ا ﻷﻛﺎ دﯾ ﻣﯾ ﺔ ﻋﻠ ﻰ ﻧ طﺎ ق ﻋﺎﻟ ﻣ ﻲ وﺑ ﻐ ض اﻟﻧ ظر ﻋن اﻟ ﻣﻛﺎ ن اﻟذ ي ﯾﻧﺗ ﻣ ﻲ إﻟﯾﮫ اﻟﺑﺎ ﺣ ث، ﻓﮭ ﻲ ﺗ ﻌﺗ ﻣد ﻋﻠ ﻰ ﻣ ﺟﻣوﻋﺔ ﻣ ن ﻧﺗﺎﺋ ﺞ ا ﻷﺑ ﺣﺎ ث اﻟﺗ ﻲ ﻻ ﺗ وﺟد ﻟ ﮭﺎ ﺣد ود ﻣﺎدﯾﺔ. ﯾ ﺟ ب و ﺿﻊ اﻟﻣﻌﺎﯾﯾر ا ﻷﺳﺎ ﺳﯾﺔ اﻟﻣﺗﻔ ق ﻋﻠﯾﮭﺎ وا ﻷﺳﺎ ﺳﯾﺎ ت ﻟ ﺿﻣﺎ ن ﺻﺣﺔ وﻣوﺛوﻗﯾﺔ ھﯾﺋﺔ اﻟﺑ ﺣث ا ﻷﻛﺎدﯾﻣﻲ. ا ﻹﺷﻛﺎﻟﯾﺔ ﻓ ﻲ اﻟﻣو ﻗ ف ھ ﻲ ا ﺧ ﺗ ﻼ ﻓﺎ ت ﻓ ﻲ اﻟ ﺗ ﻌر ﯾﻔﺎ ت اﻟ ﺛﻘ ﺎﻓﯾ ﺔ ﻟ ﻣﺎ ﯾ ﺷ ﻛ ل ا ﻻ ﻧﺗ ﺣ ﺎ ل . وﻟ ذﻟ ك ، ھدﻓ ت ھذه اﻟ د را ﺳﺔ إﻟ ﻰ ﺑﻧﺎ ء ﺟﺳد اﻟ ﻣﻌرﻓﺔ ﺣول اﻟ ﺣﺎﻟ ﺔ اﻟ را ھﻧ ﺔ ﻟﻣﺳﺗ وﯾﺎ ت ا ﻻﻧﺗ ﺣﺎ ل وﻛذﻟ ك إ ﺟرا ء ﻣﻘﺎ رﻧ ﺔ ﻧ ﻣوذ ﺟﯾ ﺔ ﻟﺑﻌ ض ا ﻷﻧﻣﺎ ط ﻓ ﻲ اﻟﺛﻘﺎﻓﺔ اﻟ ﺷرﻗﯾ ﺔ واﻟ ﻐرﺑ ﯾ ﺔ. ﺗم إ ﺟرا ء ﺗ ﺣﻠﯾ ل ﻟﻠ وﺛﺎﺋ ق ﻟ ﺟﺎ ﻣﻌﺗﯾ ن، وا ﺣدة ﻓ ﻲ اﻟ وﻻﯾﺎ ت اﻟ ﻣﺗ ﺣدة ا ﻷﻣرﯾ ﻛﯾ ﺔ ووا ﺣدة ﻓ ﻲ اﻟ ﻣﻣﻠ ﻛﺔ اﻟ ﻌرﺑ ﯾ ﺔ اﻟ ﺳﻌودﯾ ﺔ. ﺑﺎ ﻹ ﺿ ﺎﻓﺔ إﻟ ﻰ ذﻟ ك، أ ﺟرﯾ ت د را ﺳﺔ ا ﺳﺗﻘ ﺻ ﺎﺋﯾ ﺔ ﻓ ﻲ ﺳﯾﺎ ق أﻛ ﺎ دﯾﻣﻲ ﻓ ﻲ اﻟ ﻣﻣﻠﻛﺔ اﻟ ﻌرﺑﯾ ﺔ اﻟ ﺳﻌودﯾ ﺔ ﻟﻠﺗ ﺣﻘﯾ ق ﻓ ﻲ ﻓﮭم اﻟ طﻼب وھﯾﺋ ﺔ اﻟﺗد رﯾ س ﻟ ﻣﺎ ﯾ ﺷﻛ ل ا ﻻﻧﺗ ﺣﺎ ل. ﻛﺎ ن ﻣ ن اﻟ ﻣﺗ وﻗ ﻊ أ ن ﺗﺗﺟ ﮫ اﻟﻣﻣﻠ ﻛﺔ اﻟﻌر ﺑﯾ ﺔ اﻟﺳ ﻌو دﯾ ﺔ ﻧﺣو ﺗﻌرﯾ ف اﻟ ﻐرﺑﯾﯾ ن ﻟ ﻼﻧﺗﺣ ﺎ ل وﻗ د د ﻋﻣ ت اﻟ ﻧﺗ ﺎﺋﺞ ھذه اﻟﻔ ر ﺿ ﯾﺔ ﺟز ﺋﯾﺎ.
{"title":"Plagiarism, culture, the Middle East and Westernization: a mixed methods study","authors":"Julie Nash","doi":"10.18538/lthe.v15.n1.287","DOIUrl":"https://doi.org/10.18538/lthe.v15.n1.287","url":null,"abstract":"Academic integrity is of great importance to insure a consistent determination of what constitutes plagiarism across regions of the world. Academic integrity research spans a global scale and regardless of where the researcher is from, they are building on a pool of research findings that have no physical boundaries. Basic agreed upon research standards and fundamentals must be established to ensure the validity and reliability of the body of academic research. Problematic to the situation are differences in cultural definitions of what constitutes plagiarism. Therefore, this study aimed to build the body of knowledge on the current condition of plagiarism levels as well as perform a sample comparison of some patterns in Eastern and Western culture. A document analysis was conducted for two universities, one in the USA and one in Saudi Arabia. In addition, a survey was conducted in an academic context in Saudi Arabia to investigate students’ and faculty’s understanding of what constitutes plagiarism. It was predicted that Saudi Arabia is shifting towards a Westernized definition of plagiarism; results partially supported this hypothesis.\u0000ﺗﻌ ﺗﺑ ر اﻟﻧز ا ھﺔ ا ﻷﻛﺎ دﯾ ﻣﯾﺔ ذا ت أ ھﻣﯾ ﺔ ﻛﺑﯾ رة ﻟ ﺿ ﻣﺎ ن ﺗ ﺣدﯾد ﺛﺎﺑ ت ﻟ ﻣﺎ ﯾ ﺷﻛ ل ا ﻻﻧﺗ ﺣﺎ ل ﻋﺑ ر ﻣﻧﺎ طق اﻟ ﻌﺎﻟ م. ﺗ ﻣﺗد أﺑ ﺣﺎ ث اﻟﻧ زا ھﺔ ا ﻷﻛﺎ دﯾ ﻣﯾ ﺔ ﻋﻠ ﻰ ﻧ طﺎ ق ﻋﺎﻟ ﻣ ﻲ وﺑ ﻐ ض اﻟﻧ ظر ﻋن اﻟ ﻣﻛﺎ ن اﻟذ ي ﯾﻧﺗ ﻣ ﻲ إﻟﯾﮫ اﻟﺑﺎ ﺣ ث، ﻓﮭ ﻲ ﺗ ﻌﺗ ﻣد ﻋﻠ ﻰ ﻣ ﺟﻣوﻋﺔ ﻣ ن ﻧﺗﺎﺋ ﺞ ا ﻷﺑ ﺣﺎ ث اﻟﺗ ﻲ ﻻ ﺗ وﺟد ﻟ ﮭﺎ ﺣد ود ﻣﺎدﯾﺔ. ﯾ ﺟ ب و ﺿﻊ اﻟﻣﻌﺎﯾﯾر ا ﻷﺳﺎ ﺳﯾﺔ اﻟﻣﺗﻔ ق ﻋﻠﯾﮭﺎ وا ﻷﺳﺎ ﺳﯾﺎ ت ﻟ ﺿﻣﺎ ن ﺻﺣﺔ وﻣوﺛوﻗﯾﺔ ھﯾﺋﺔ اﻟﺑ ﺣث ا ﻷﻛﺎدﯾﻣﻲ. ا ﻹﺷﻛﺎﻟﯾﺔ ﻓ ﻲ اﻟﻣو ﻗ ف ھ ﻲ ا ﺧ ﺗ ﻼ ﻓﺎ ت ﻓ ﻲ اﻟ ﺗ ﻌر ﯾﻔﺎ ت اﻟ ﺛﻘ ﺎﻓﯾ ﺔ ﻟ ﻣﺎ ﯾ ﺷ ﻛ ل ا ﻻ ﻧﺗ ﺣ ﺎ ل . وﻟ ذﻟ ك ، ھدﻓ ت ھذه اﻟ د را ﺳﺔ إﻟ ﻰ ﺑﻧﺎ ء ﺟﺳد اﻟ ﻣﻌرﻓﺔ ﺣول اﻟ ﺣﺎﻟ ﺔ اﻟ را ھﻧ ﺔ ﻟﻣﺳﺗ وﯾﺎ ت ا ﻻﻧﺗ ﺣﺎ ل وﻛذﻟ ك إ ﺟرا ء ﻣﻘﺎ رﻧ ﺔ ﻧ ﻣوذ ﺟﯾ ﺔ ﻟﺑﻌ ض ا ﻷﻧﻣﺎ ط ﻓ ﻲ اﻟﺛﻘﺎﻓﺔ اﻟ ﺷرﻗﯾ ﺔ واﻟ ﻐرﺑ ﯾ ﺔ. ﺗم إ ﺟرا ء ﺗ ﺣﻠﯾ ل ﻟﻠ وﺛﺎﺋ ق ﻟ ﺟﺎ ﻣﻌﺗﯾ ن، وا ﺣدة ﻓ ﻲ اﻟ وﻻﯾﺎ ت اﻟ ﻣﺗ ﺣدة ا ﻷﻣرﯾ ﻛﯾ ﺔ ووا ﺣدة ﻓ ﻲ اﻟ ﻣﻣﻠ ﻛﺔ اﻟ ﻌرﺑ ﯾ ﺔ اﻟ ﺳﻌودﯾ ﺔ. ﺑﺎ ﻹ ﺿ ﺎﻓﺔ إﻟ ﻰ ذﻟ ك، أ ﺟرﯾ ت د را ﺳﺔ ا ﺳﺗﻘ ﺻ ﺎﺋﯾ ﺔ ﻓ ﻲ ﺳﯾﺎ ق أﻛ ﺎ دﯾﻣﻲ ﻓ ﻲ اﻟ ﻣﻣﻠﻛﺔ اﻟ ﻌرﺑﯾ ﺔ اﻟ ﺳﻌودﯾ ﺔ ﻟﻠﺗ ﺣﻘﯾ ق ﻓ ﻲ ﻓﮭم اﻟ طﻼب وھﯾﺋ ﺔ اﻟﺗد رﯾ س ﻟ ﻣﺎ ﯾ ﺷﻛ ل ا ﻻﻧﺗ ﺣﺎ ل. ﻛﺎ ن ﻣ ن اﻟ ﻣﺗ وﻗ ﻊ أ ن ﺗﺗﺟ ﮫ اﻟﻣﻣﻠ ﻛﺔ اﻟﻌر ﺑﯾ ﺔ اﻟﺳ ﻌو دﯾ ﺔ ﻧﺣو ﺗﻌرﯾ ف اﻟ ﻐرﺑﯾﯾ ن ﻟ ﻼﻧﺗﺣ ﺎ ل وﻗ د د ﻋﻣ ت اﻟ ﻧﺗ ﺎﺋﺞ ھذه اﻟﻔ ر ﺿ ﯾﺔ ﺟز ﺋﯾﺎ.","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"35 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86106032","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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