Developing an educational framework for using mobile learning during the era of COVID-19

This paper focuses on the impact of fear emotion upon technology adoption by educators and students during Covid-19 pandemic. Mobile learning (m-learning) has been applied as the educational social platform within higher education institutes, public as well as private. The research hypotheses were associated with the Covid-19 influence on m-learning adoption with the rise of the coronavirus increasing types of fear. Such fears include fear caused by the education failure, family lockdown, and loss of social relationships. Teachers and students are mostly fearful of these aspects of the situation. An integrated model was established within the research, using theoretical models; the Planned Behavior theory, the Technology Acceptance Model, and the Expectation-Confirmation Model. The proposed integrated model (using PLS-SEM software) was analyzed using an online survey data, with 420 respondents from Zayed University, UAE. The findings indicated that attitude was the best predictor for using the m-learning system, followed by continuous intention, expectation confirmation, perceived usefulness, ease-of-use, perceived fear, behavioral control, and satisfaction. According to the research, during the coronavirus pandemic, if the m-learning system is adopted for educational reasons, the learning and teaching outcome proves quite promising. Yet there is a fear of the family being stressed, or of loss of friends, and also a fear of the results of future schooling. It is therefore necessary to assess the students efficiently during this pandemic so that the situation can be managed emotionally

Four Ways Technology Has Negatively Changed Education

Our experience with technology is a bitter-sweet one. We relish its presence in our lives, but we dread the effect it may have on our manners, attitudes and social interactions. We open the gates of our schools to all types of technological tools, yet we fear it may badly impact our students’ performance. This article investigates the ways through which classroom technology such as iPad, Internet connection, laptops and social media, impacts negatively on education. Relevant research has proven that technology could change education negatively through four paths: deteriorating students’ competences of reading and writing, dehumanizing educational environments, distorting social interactions between teachers and students and isolating individuals when using technology

Feminist perspectives on education and pedagogy: A meta-synthetic insight into the thought of four American philosophers

© 2019 Khadija Alhumaid. This is an open access article licensed under the Creative Commons Attribution-NonCommercial-NoDerivs License (http://creativecommons.org/licenses/by-nc-nd/3.0/). The present paper reports on the views of four prominent feminist intellectuals and philosophers (Maxine Greene, bell hooks, Christine Sleeter and Patti Lather) and how their ideas, coloured by their lifestyles, experiences, careers and beliefs, impacted the educational field. In common, these feminists championed the universal values of equality, freedom, pluralism using different educational and political stratagems. Together, they mapped new terrains of equity and fairness and anti-racist practices as social and educational practices. A free informed conscientious aesthetic and artistic imagination in addition to a multicultural approach to education are viewed as a salvation act from the taken-for-granted perceptions and routines as well as an emancipation of students\u27 brains from race, class and gender prejudices. It is concluded that these ideas, if put into practice, are liable to improve education as they pay heed to taking care of marginalized women, enhancing democratic teaching and building a healthy educational climate where both teachers and students are connected to the wider community

PERSPECTIVES AND USAGE OF TECHNOLOGY OF ARABIC LANGUAGE TEACHERS IN THE UNITED ARAB EMIRATES

Abstract This study examined the perspectives and usage of technology by Arabic language teachers' in various schools all across The United Arab Emirates. Barriers to integrating technology were closely examined. Dimensions investigated included: perspectives towards computer-related activities, perspectives towards computer-related activities, perspectives towards computer competence, perspectives towards technology and general perspectives. Arabic language teachers answered questions on electronic surveys regarding their classroom practices and personal opinions and thoughts about computers and technology. The population of teachers was divided into the following categories: 1. Age 2. Years of experience 3. Gender 4. Levels of education For the purposes of this study, more experienced is defined by general teaching experience in excess of ten years, and less experienced is defined as general teaching experience of ten years and fewer. An analysis of the data showed that teachers at different levels of education and age tend to hold very different perspectives about technology integration and that the gender of teachers had no bearing on their perspectives toward technology. Teachers from all levels of education expressed a positive perspective toward technology in some respects, including the benefits that technology can offer Arabic language instruction and student learning. Teachers across all dimensions who expressed negative perspectives towards technology integration discussed, both explicitly and implicitly, the barriers that they perceived as preventing them from having a more positive perspective. These barriers were shown to originate from within the individual teacher, as well as within their environment in the school and classroom setting. For example, many of the barriers uncovered dealt with personal issues like self-esteem related to teaching and the classroom, feelings of inadequacy surrounding teaching, etc. In testing the hypotheses of the study, hypothesis one showed that overall, teachers had positive perspectives towards technology usage. Hypothesis two revealed a P-value of less than 0.001 which means that there are differences between the perspectives and usage of technology of male and female Arabic language teacher's in the UAE, with females having more positive perspectives. The third hypothesis examined the different perspectives and usage of technology between more and less experienced Arabic language teachers in the UAE. The testing of this hypothesis reported that there are differences between the perspectives of this group of Arabic language teachers, with less experienced teachers having more positive perspectives. The fourth hypothesis regarding younger and older Arabic language teachers reported that there are indeed differences in the perspectives of these two groups towards technology, with younger teachers having a more positive perspective. Lastly, the fifth hypothesis, which dealt with teachers who have different levels of education, found that are no differences between the perspectives of Arabic language teachers with different levels of experience. There is a need for more research and resources put into the area of technology usage in Arabic language instruction across The United Arab Emirates, more support for the schools and teachers endeavoring to make technology usage in Arabic language instruction a success, more pre-and in-service training for future and current teachers, and more research into which strategies will work to combat the barriers identified in this study

The continuous intention to use e-learning, from two different perspectives

During the recent vast growth of digitalization, e-learning methods have become the most influential phenomenon at higher educational institutions. E-learning adoption has proved able to shift educational circumstances from the traditional face-to-face teaching environment to a flexible and sharable type of education. An online survey was conducted, consisting of 30 teachers and 342 students in one of the universities in the United Arab Emirates. The results show that teachers’ and students’ perceived technology self-efficacy (TSE), ease of use (PEOU), and usefulness (PU) are the main factors directly affecting the continuous intention to use technology. Instructors’ technological pedagogical content knowledge (TPACK) and perceived organizational support (POS) positively affect the intention to use the technology, whereas students’ controlled motivation (CTRLM) has a greater influence on their intention to use the technology, due to the type of intrinsic and extrinsic motivation that they have and which they can develop throughout the process of learning. The findings support the given hypotheses. In addition, they provide empirical evidence of a relationship between perceived organizational support and perceived pedagogical content knowledge. In fact, they are considered the key factors that support the use of technology continuously

Factors Affecting Medical Students’ Acceptance of the Metaverse System in Medical Training in the United Arab Emirates

Aim: Medical training activities have been disrupted in many regions following the outbreak and rapid spread of the coronavirus disease 2019 (COVID-19) across the globe. The most affected areas include organizations’ process of leveraging high-tech medical equipment from abroad to facilitate a practical approach to learning. Also, as countries implemented COVID-19 safety regulations, it became difficult for organizations to conduct face-to-face training. Consequently, non-face-to-face learning methods have been introduced in the medical field to enable instructors to remotely engage with learners. The current research investigated the students' perceptions of the use of metaverse systems in medical training within the medical community of the United Arab Emirates (UAE). Methods: A conceptual model comprising the adoption properties of personal innovativeness, perceived enjoyment, and Technology Acceptance Model concepts was utilised. The current research targeted students in UAE medical universities. Data was obtained by conducting online surveys that were implemented in the winter semester of 2021/2022 between 15th February and 15th May 2022. 500 questionnaires were issued to students following their voluntary participation and 435 questionnaire responses were obtained i.e. an 87% response rate. The research team tested the measurement model employing Structural Equation Modeling using Smart Partial Least Squares Version (3.2.7). Results: Statistically significant associations were confirmed to exist between Personal Innovativeness (PI) influenced by both the Perceived Ease of Use (PEOU), and Perceived Usefulness (PU) (β= 0.456) and (β= 0.563) at P<0.001. The statistically significant associations involving Perceived Enjoyment (EJ) and PEOU and PU (β= 0.554, P<0.05), (β= 0.571, P<0.05) were further confirmed. Additionally, PEOU had a relationship with PU (β= 0.863, P<0.001). Eventually, PEOU and PU significantly influenced the participants’ inclination to use the metaverse technology with (β= 0.745, P<0.001) and (β= 0.416, P<0.001), respectively

Factors Affecting Medical Students’ Acceptance of the Metaverse System in Medical Training in the United Arab Emirates

Aim: Medical training activities have been disrupted in many regions following the outbreak and rapid spread of the coronavirus disease 2019 (COVID-19) across the globe. The most affected areas include organizations’ process of leveraging high-tech medical equipment from abroad to facilitate a practical approach to learning. Also, as countries implemented COVID-19 safety regulations, it became difficult for organizations to conduct face-to-face training. Consequently, non-face-to-face learning methods have been introduced in the medical field to enable instructors to remotely engage with learners. The current research investigated the students' perceptions of the use of metaverse systems in medical training within the medical community of the United Arab Emirates (UAE).   Methods: A conceptual model comprising the adoption properties of personal innovativeness, perceived enjoyment, and Technology Acceptance Model concepts was utilised. The current research targeted students in UAE medical universities. Data was obtained by conducting online surveys that were implemented in the winter semester of 2021/2022 between 15th February and 15th May 2022. 500 questionnaires were issued to students following their voluntary participation and 435 questionnaire responses were obtained i.e. an 87% response rate. The research team tested the measurement model employing Structural Equation Modeling using Smart Partial Least Squares Version (3.2.7).   Results: Statistically significant associations were confirmed to exist between Personal Innovativeness (PI) influenced by both the Perceived Ease of Use (PEOU), and Perceived Usefulness (PU) (β= 0.456) and (β= 0.563) at P<0.001. The statistically significant associations involving Perceived Enjoyment (EJ) and PEOU and PU (β= 0.554, P<0.05), (β= 0.571, P<0.05) were further confirmed. Additionally, PEOU had a relationship with PU (β= 0.863, P<0.001). Eventually, PEOU and PU significantly influenced the participants’ inclination to use the metaverse technology with (β= 0.745, P<0.001) and (β= 0.416, P<0.001), respectively.     Conclusion: Conclusions made during the research add to the existing literature regarding technology adoption by demonstrating how adoption properties, perceived enjoyment, and personal innovativeness influence students’ perceptions concerning innovational technologies used in education.   Conflicts of interest: None declared

The acceptance of social media video for knowledge acquisition, sharing and application: A comparative study among YouYube users and TikTok users’ for medical purposes

YouTube and TikTok have gained increasing recognition as social network sites to support online knowledge acquisition, sharing, and application via social media platforms in the medical field. This study examines which aspect of TikTok and YouTube stimulates doctors, nurses, and any other YouTube and TikTok in the medical setting, to rely on them as sources of knowledge acquisition and sharing to keep their medical repertoire updated. A hybrid model is designed to investigate users’ acceptance of YouTube and TikTok as social media platforms. The model focuses on four main external factors: Content richness, innovativeness, satisfaction, and enjoyment. These factors are connected with two TAM constructs which are perceived ease of use and perceived usefulness. The results have shown that both YouTube and TikTok are affected by PEOU, PU, personal innovativeness, flow theory, and content richness. Both social media networks provide up-to-date sources described as useful, enjoyable, and relevant. Nevertheless, the comparative results have shown that YouTube has deeply influenced users’ medical perception and knowledge compared to TikTok. It is created for the very mere purpose of socialization and self-expression. In contrast, YouTube is used for educational and non-educational purposes due to the type of uploaded content and time management. Therefore, TikTok developers and influencers should initiate highly specialized videos and create content that raises awareness of medical field issues

Judging Students\u27 Understanding: the Idea of Concept-based Curriculum

Purpose of the study: This study aims to identify the method of applying the Concept-Based Curriculum, and to explain the strategies and requirements for its application by educators and teachers.; Methodology: Review and comparison different method that have been mentioned in the previous researches.; Results: The study deduces that focusing on the breadth of learning, as opposed to the depth, is vital in ensuring that knowledge is effectively organized for easier transferability into other contexts.; Applications of this study: The results of this study may help instructors to determine the range of potential benefits of using Concept-Based Curriculum to improve teaching and learning processes.; Novelty of the study: seeking for more information which is needed for educational researchers\u27 experiences of developing and using concept-based curricula to evaluate efficacy and usability

Factors That Affect E-Learning Platforms after the Spread of COVID-19: Post Acceptance Study

The fear of vaccines has led to population rejection due to various reasons. Students have had their own inquiries towards the effectiveness of the vaccination, which leads to vaccination hesitancy. Vaccination hesitancy can affect students\u27 perception, hence, acceptance of e-learning platforms. Therefore, this research attempts to explore the post-acceptance of e-learning platforms based on a conceptual model that has various variables. Each variable contributes differently to the post-acceptance of the e-learning platform. The research investigates the moderating role of vaccination fear on the post-acceptance of e-learning platforms among students. Thus, the study aims at exploring students\u27 perceptions about their post-acceptance of e-learning platforms where vaccination fear functions as a moderator. The current study depends on an online questionnaire that is composed of 29 items. The total number of respondents is 630. The collected data was implemented to test the study model and the proposed constructs and hypotheses depending on the Smart PLS Software. Fear of vaccination has a significant impact on the acceptance of e-learning platforms, and it is a strong mediator in the conceptual model. The findings indicate a positive effect of the fear of vaccination as a mediator in the variables: perceived ease of use and usefulness, perceived daily routine, perceived critical mass and perceived self-efficiency. The implication gives a deep insight to take effective steps in reducing the level of fear of vaccination, supporting the vaccination confidence among educators, teachers and students who will, in turn, affect the society as a whole