عنوان

Qualitative Case Study of Blended Learning for Emiratis in the Male Campus

Number

TL49379

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Qualitative Case Study of Blended Learning for Emiratis in the Male Campus

General Material Designation

[Thesis]

First Statement of Responsibility

Lana Hiasat

Subsequent Statement of Responsibility

Brewer, Laura

Name of Publisher, Distributor, etc.

University of Phoenix

Date of Publication, Distribution, etc.

2017

Specific Material Designation and Extent of Item

226

Text of Note

Committee members: Wardle, Francis; Wolfe, Paula

Text of Note

Place of publication: United States, Ann Arbor; ISBN=978-1-369-79734-3

Dissertation or thesis details and type of degree

EDD/ET

Discipline of degree

Educational Leadership

Body granting the degree

University of Phoenix

Text preceding or following the note

2017

Text of Note

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.

Educational leadership; Educational technology; Gender studies; Higher education

Subject Term

Social sciences;Education;Blended learning;Culture and education;Experiential learning

Foster, Grace A.

Brewer, Laura

Subdivision

Educational Leadership

University of Phoenix

Call Number

1908482258; 10283307

Electronic name

p

[Thesis]

276903

a

Y