Qualitative Case Study of Blended Learning for Emiratis in the Male Campus
نام عام مواد
[Thesis]
نام نخستين پديدآور
Lana Hiasat
نام ساير پديدآوران
Brewer, Laura
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
University of Phoenix
تاریخ نشرو بخش و غیره
2017
مشخصات ظاهری
نام خاص و کميت اثر
226
يادداشت کلی
متن يادداشت
Committee members: Wardle, Francis; Wolfe, Paula
یادداشتهای مربوط به نشر، بخش و غیره
متن يادداشت
Place of publication: United States, Ann Arbor; ISBN=978-1-369-79734-3
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
EDD/ET
نظم درجات
Educational Leadership
کسي که مدرک را اعطا کرده
University of Phoenix
امتياز متن
2017
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
Higher educational leaders in the United Arab Emirates attempted to transform education for their Emirati learners by heavily investing in technology and seeking western accreditations. However, the contextual factors created a problem. The aim of this study was to investigate and describe faculty's creation of blended learning environments and experiences of their male Emirati students. To this end, two research questions were developed and answered through a descriptive embedded single case study that entailed interviews with 11 faculty, focus group interviews with 36 students, and four relevant institutional documents. Analysis of data indicated that culture and experiential learning were important factors in using educational technology to create an enjoyable and effective blended learning environment. Faculty's goals were to foster learner autonomy and to increase both engagement and intrinsic motivation. Learners responded to the personal rapport with faculty and valued the continuous connections made outside official work hours. Faculty made purposeful choices of blended learning models and technology tools to address the cultural challenges they faced. Learners responded to faculty's ability to adapt to their culture. On this basis, it was recommended that faculty could create flexible learning environments based on flex models of blended learning. Emirati students appeared to value independence over collectivist activities, and placed importance on establishing trust with faculty. It was also recommended that leaders establish opportunities for reflective practices to transform education in their context. The main suggestions for future research are a further investigation into a similar context for the female Emirati learners, and for conducting a multiple case study research to allow for a comparative analysis of cases.