Difficulties Facing Students at Al Quds Open University-Ramallah Branch Studying math Courses from their Perspective

This study aimed at identifying the main difficulties that face students in studying math courses at Al-Quds Open University in Ramallah Branch. The other aim of the research was to investigate students\u27 attitudes and opinions towards enhancing technology into teaching math to overlap the difficulty of the open education system. The research is firstly a qualitative research where studens\u27 views, ideas and perspectives were discussed by the focus groups and observations and secondly, it is a statistical analysis where a quesionnaire was used for the purposes of the research. The statistical measures such as the means, standard deviations, Independent t-test & ANOVA were calculated. The Results of this research show that there are many difficulties facing math students. These difficulties have been classified into three themes, namely: - open education system, textbooks and teaching materials, and administration. Students pointed to the advantage of using e learning as a supporter and considered taped lectures as a solution for many of the mentioned difficulties and recommend using it in all math courses

Educational Loss at Times of Crisis: The Role of Games in Students' Learning in Palestine and Iraq

This study examines the role of educational games in compensating for educational loss and their impact on students' motivation towards learning during crises in Palestine and Iraq. Additionally, the study considers the challenges facing the employment of this strategy and ways to overcome these challenges. By performing separate open semi-structured interviews with a group of 10 educators from university professors, teachers, and educational supervisors, the study used the qualitative descriptive approach which designs multiple case studies. The results showed the prominent role that educational games play in increasing students' motivation towards learning and compensating for educational loss through what they add to the fun and suspense in the learning process and how they shorten time and effort and help students to engage and cooperate in acquiring knowledge, skills, and values. The results also reveal common challenges that face the employment of educational games. These challenges are social, economic, technological, challenges related to school environment, and psychological challenges. The study shows the possibility of overcoming these challenges by providing funding sources, preparing plans to employ educational games, and developing teachers' capabilities to implement them in their teaching practices

Adopting the GHOSHEH Model to Create Innovative Open Educational Resources Based on Rogers' Process for Diffusion of Innovations

The current study aims to adopt a new model for creating innovative OERs. The model, called 'GHOSHEH', supports OERs through multiple learner-centered strategies with authentic assessments, and focuses on practice and reflection. The model is internally validated based on international experts' reviews. Rogers' process for diffusion of innovations is followed in order to introduce and adopt the GHOSHEH model based on a sample of 117 teachers and experts from different states in the Arab world, including Palestine, Jordan, Saudi Arabia, Oman, Kuwait, UAE, Iraq, and Yemen. Mixed methods research is used: qualitative data are collected from a descriptive case study, and quantitative data are collected from the responses of the participants to a questionnaire about adopting the GHOSHEH model. Results reveal that the model involves four main processes: The first is analysis of content and context. The second is implementing sequenced activities that promote reflection, problem solving, and collaboration. The third is a formative assessment followed by providing continuous feedback. The fourth is peer sharing of the created OERs. Moreover, results show that teachers and experts from different states in the Arab world overwhelmingly adopted the model, and there is evidence of the model's advantages, simplicity, compatibility, trialability, and observability

A Large-Scale Study on the Preferred Learning Mode in Higher Education: Which One Suits Me Better in the New Normal?

With the end of school closures due to COVID-19, students had to return to school, where they were exposed to various learning pedagogies while adhering to health restrictions. In this era known as the “new normal,” several organizations, such as UNESCO, have urged the investigation of effective learning strategies and methods to ensure positive learning outcomes. This study aims to investigate students’ preferred learning mode in the new normal. A sequential mixed-methods approach was conducted with 3139 university students. The results revealed that students were divided about their preferred learning mode in the new normal. More than half of them believed that blended and online learning were the future of education, while the rest believed that face-to-face learning was more appropriate

Using open education practices across the Mediterranean for intercultural curriculum development in higher education

This multinational authored article presents the findings and recommendations of a three-year, European-funded project ‘OpenMed: Opening up education in South Mediterranean countries’, which brought together five higher education partners from Europe and nine from the South Mediterranean region. This was the first cross-European initiative to promote the adoption of Open Educational Practices (OEP) within higher education involving educational institutions in each of the countries. A three-phase project design included gathering and analyzing case studies of OEPs globally, and, in particular, in the South Mediterranean; the organization of regional forums to encourage priorities for change; and the multi-national design and pilot implementation of a ‘training of trainers’ course for academic capacity building in OEPs as part of curricula reform. We will discuss how the cultural approaches used among experts and project partners with different national, linguistic, and educational backgrounds have instigated change in policy and practice at a personal, institutional, and national level. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group

Reflection on MOOC Design in Palestine

This paper will share Discover Palestine, an interdisciplinary Massive Online Open Course (MOOC) and the first MOOC to be created in Palestine, by the E-Learning Centre, Faculty from the Department of Geography, and Department of Tourism and Archaeology from An-Najah National University in Palestine. The paper traces the process of development of the Discover Palestine MOOC from its early inception as a cross institutional online course, to its current delivery and engagement with a global and diverse group of learners. Using a descriptive case study design and thematic analysis, the reflective experiences of four course team members involved as facilitators/designers in the design and delivery of the MOOC are shared. Three key themes, namely, “Informing pedagogies including delivery methods,” “A commitment to a national cause,” and “Teacher presence,” are presented and contextualized with data evidence. The findings share not only the hurdles the Discover Palestine team had to navigate during the MOOC development, but more importantly, how academic collaborations promoting open education practices offer powerful tools for the reciprocal exchange of knowledge, not least in shifting mindsets, and offering opportunities for shared fields of understanding to be realized in revealing creative, cultural practices, as well as lost histories

Developing Teaching Practice in Computational Thinking in Palestine

Sporadic efforts have been made to introduce computational thinking methods into K-12 education in Palestine, but these have been held back by the challenging educational environment. However, a recent in-service training initiative, funded and organized by the Ministry or Education of Palestine, constitutes a significant effort to embed computational thinking in K-12 practice. The middle school teachers who participated in the training course were invited to participate in the present study, and 38 did so. A qualitative approach involving both interviews with teachers and classroom observations was used in data collection. All the teachers agreed to be observed in their classrooms, while 20 of the 38 also agreed to participate in the interviews. The findings showed that teachers of a range of topics, including social sciences and languages, employed computational thinking skills in teaching their students, but they were confronted by a number of challenges, including technical infrastructure and support, and a lack of time to prepare CT classes and space in the curriculum to deliver them. The results indicate that the most appropriate action to support teachers' delivery of CT would be to provide peer exchanges and expert coaching in the integration of CT in the curriculum

The role of parents in following up on their children’s education during the teachers’ strike دور أولياء الأمور في متابعة تعليم أبنائهم في أثناء إضراب المعلمين

The research aimed to identify the role of parents in following up their children’s education during the teachers’ strike, according to several variables. To achieve this, a quantitative and qualitative analytical approach was used, through two research tools, namely the questionnaire and focus groups to collect data. 151 parents participated in the research, and the sample was the type of sample available who teach their children in government schools. The study found that about 90% of students did not receive education, partially or completely, during the teachers’ strike period, and that approximately 55% of parents helped continue their children’s education. It also shows the importance of the role of parents in following up their children in light of the teachers’ strike through the use of educational videos, employing technology in the education process in the absence of the teacher, teaching basic courses in a manner related to the academic level of the parent, and the psychological, academic and social impact of the teachers’ strike, especially in not covering educational content. The complete stop of educational activities, whichaffects the academic progress of students and educational growth in the next stages, and affects the level of academic achievement of students. The study recommends the necessity of preparing educational plans to compensate for students’ educational losses, with the participation of parents and the school. أولياء الأمور، تعليم الأبناء، إض ا ر ب المعلمين، الفاقد التعليمي