Blended Learning for Learner Empowerment: Voices from the Middle East

© 2017 ISTE. Blended learning (BL) is still in its infancy in the United Arab Emirates, but is gaining growing attention and acceptance. The particular university under investigation offers its nationally accredited graduate programs with a BL format that makes use of synchronous virtual classrooms, asynchronous self-study, and face-to-face sessions. The current qualitative research study investigates students\u27 perceptions about their experience with the BL model within their relatively conservative cultural context. In addition, the project aimed at gauging their suggestions for course design considerations that would meet their needs as adult learners and enhance their learning experience. Twenty-one graduate students participated in the study, with findings indicating an overall positive perception about the BL experience with a strong positive impact on female empowerment. The most salient themes for successful instructional strategies indicated the importance of student-centered practices, particularly collaborative projects and student-led activities

Enhancing education in the UAE through blended learning

The advent of technology has changed the landscape in post-secondary academic institutions and technology-enhanced university courses are becoming the norm. While Distance Education was previously restricted to traditional correspondence having limited options for student interaction with the instructor and no interaction with other learners, technology\u27s progression changed the context drastically. One of the emerging delivery modes is blended learning which combines the advantages of technology enhanced face-to-face instruction and electronic supported learning. The chapter offers a general overview of the influence of technological development on the post-secondary Distance Education sector and presents the advantages of the blended learning approach. Insights are offered from a UAE e-learning University case study while discussing implications for university professors and faculty members pertinent to instructional design and course delivery. © 2013, IGI Global

Determinants of student satisfaction in higher education: an empirical study in Dubai

We develop and empirically validate a student satisfaction modelling technology-enabled university environments. We use focus groups at a university in Dubai and an intensive literature review to propose a theoretical model that involves different types of student interactions; perceptions of infrastructure; and university branding as independent variables influencing student satisfaction as outcome variable. Using data collected from a random sample of 99 students, we empirically test the model using linear regression analysis. Two variables, branding and interactions of students with administrative staff are found to significantly influence student satisfaction, accounting for 61% of variance. Implications are discussed and suggestions for future research are given. With its specific context, the study requires replication in other countries to determine whether the findings are generalisable. This study is one of the rare occasions when a structural model of student satisfaction in technology-enabled environments in the Middle East has been subjected to empirical scrutiny. © 2012 Inderscience Enterprises Ltd

Suspension of Justice Isa Ayo Salami: Implications for Rule of Law, Judicial Independence and Constitutionalism

The suspension of Justice Ayo Salami, President of the Court of Appeal (PCA) opened a new dimension in the Nigerian judiciary; it is the first of its kind at that level. The National Judicial Council (NJC) initiated the suspension and the President of the Federal Republic of Nigeria endorsed it. The paper is concerned with implications of the suspension for the rule of law, constitutionalism and judicial independence. The paper argues that the suspension was unconstitutional for procedural irregularity and further reveals that the mechanisms provided by the constitution to guarantee judicial independence are inadequate and ineffective. It also shows that the much-needed independence of judiciary from the political branches in particular, to a greater extent, depends on internal independence which again largely depends on the leadership of the judiciary and the National Judicial Council. This invariably suggests that for there to be independence from the political branches and internal interference there must be a courageous, just, fearless and pro-active leadership of the judiciary and a more independent Judicial Council, and calls for an amendment to the constitution in that direction

Detecting bias in meta-analyses of distance education research: big pictures we can rely on

© 2014, © 2014 Open and Distance Learning Association of Australia, Inc. This article has two interrelated purposes. The first is to explain how various forms of bias, if introduced during any stage of a meta-analysis, can provide the consumer with a misimpression of the state of a research literature. Five of the most important bias-producing aspects of a meta-analysis are presented and discussed. Second, armed with this information, we examine 15 meta-analyses of the literatures of distance education (DE), online learning (OL), and blended learning (BL), conducted from 2000 to 2014, with the intention of assessing potential sources of bias in each. All of these meta-analyses address the question: “How do students taking courses through DE, OL, and BL compare to students engaged in pure classroom instruction in terms of learning achievement outcomes?” We argue that questions asked by primary researchers must change to reflect issues that will drive improvements in designing and implementing DE, OL, and BL courses

Learning Minimal and Maximal Rules from Observations of Graph Transformations

Graph transformations have been used to model services and systems where rules describe pre and post conditions of operations changing a complex state. However, despite their intuitive nature, creating such models is a time-consuming and error-prone process. In this paper we investigate the possibility of extracting rules from observations of transformations, i.e., pairs of input and output graphs resulting from successful transformations and individual input graphs were they have failed. From such positive and negative examples, minimal rules are extracted, to be extended by context that is present in all positive examples and missing in at least one negative example. The result is are a maximal and a required rule, jointly with the minimal rule defining the range of possible rules that could have created the observed transformations. We report on an implementation of the approach, evaluate its accuracy, scalability and limitations, and discuss applications to reverse engineering visual constructs from observations of object states of components under test

IMPLEMENTASI POPSICLE STICK RANDOM CALLING UNTUK MENCIPTAKAN PELUANG YANG SAMA DALAM BERPARTISIPASI DAN TIDAK ADA DOMINASI SISWA PINTAR DI SMP N 4 PAKEM

Students in SMP Negeri 4 Pakem have high-level participation and are very active when they learn in class. But we cannot ignore that there are some students that do not share their ideas or comment in front of the class. Based on observation, students’ participation is dominated by some students. That is why the objective of this study was to shed light on the implementation of the random calling technique using popsicle sticks to improve all of the students’ participation. The research was qualitative narrative research which has seventh-grade students in SMP Negeri 4 Pakem as the research subject. To collect the data used observation technique and questionnaire. The data collected was analyzed by using a descriptive technique based on data triangulation. The result of this study is that teacher and students make an agreement on how to implement random calling using popsicle sticks. This random calling technique is used after giving students an opportunity to be active in class voluntarily. Based on the questionnaire submitted, 75% of students agree that mathematics learning using random calling gives them a broad opportunity and they feel challenged in class. &nbsp