Discourse Analysis in a Virtual Classroom: A MOOC Example

The overall objective of this paper is to examine the discourse of a virtual classroom from a Massive Open Online Course (MOOC) platform website called Coursera. Crystal\u27s (2001) Language Features of Computer-Mediated Communication (CMC) was used as the main theoretical framework to analyze the discourse. By doing so, we answered the question: What are the typical features of CMC by students in a virtual classroom? The answer gives us a deeper recognition of CMC\u27s features and its implication in teaching and learning. This paper uses an interpretive methodology by working from qualitative data on the ground observing and focusing on CMC features of discourse among a particular group of students in a Coursera course called Think Again: How to Reason and Argue by Walter Sinnott-Armstrong and Ram Neta from Duke University. The discourse analyzed was in one of the forums called Construct Your Own Argument . The students created this forum and called it Ram\u27s Lecture Series Needs a Mental Health Warning that was a response to an assignment. The findings indicated that the discourse of virtual classrooms could help educators better understand how students think and function. The discourse can be used to see whether teaching and learning is occurring, and whether a concept is understood or not. Nevertheless, we must not neglect educating instructors on how to better use the CMC and how to read what learners are saying or trying to say. In addition, instructors must put some rules and guidelines for students so that they create a safe and secure platform for them to interact. Otherwise, students will be reluctant to participate and talk. Another major teaching and learning aspect in this research paper is mostly directed towards language teachers. They can detect grammar or spelling mistakes and create supplement materials or revise certain concepts or lessons. Finally, the implications for teaching and learning are discussed

Theoretical Models of Integration of Interactive Learning Technologies into Teaching: A Systematic Literature Review

With the fast progress of technology and the vast amount of research papers related to technology integration in education being published yearly, a study that reviews models used in these papers is needed. Therefore, this paper (1) reviewed and analysed theoretical frameworks with models used for integration of technology in classrooms, (2) reviewed studies that discussed the impact of technology integration on students\u27 learning capabilities, and (3) discussed the importance of preparing teachers to effectively integrate technology in teaching. The models reviewed were: Teacher Thoughts and Action Process (TTAP), Theory of Planned Behavior, Expectancy-Value Theory of Achievement Motivation (EVAM), Substitution Augmentation Modification Redefinition (SAMR), Technology Acceptance (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Technological Pedagogical and Content Knowledge (TPACK)

The Development of Preservice Teachers’ Metacognitive Knowledge and Self-regulation in Online Learning

This study investigated the development of preservice teachers’ metacognitive knowledge and self-regulation in online learning using the reflective practice model. The study was conducted during the COVID-19 pandemic when learning moved completely online. The participants were preservice teachers in an early childhood program in the United Arab Emirates (UAE). A sequential mixed-method approach using quantitative and qualitative data was used. The study’s results reveal that preservice teachers were able to develop their metacognitive knowledge and regulation due to their use of the reflective model. The preservice teachers set new goals for themselves to achieve and prepare for their future jobs

The systematic implementation of an innovative postgraduate online learning model in the middle east

This paper aims at examining the factors contributing to effective implementation of online learning in the Middle East higher education sector, through investigating the success and learning effectiveness of an innovative online learning model offered jointly by three prestigious universities in two different Arab countries. A mixed-method research approach was employed to triangulate data collected from key stakeholders engaged with the programme, namely senior managers and enrolled students, to derive findings that would inform managers, trainers and educators, from a systemic implementation, faculty-development and course-design perspective. Qualitative data gathered from face-to-face, semi-structured interviews with a number of senior managers took place delineated on the necessary enabling conditions to create, design and offer a quality online programme. Quantitative data collected from a student satisfaction survey examined factors contributing to perceived learning and student satisfaction in an online learning context. Following thematic analysis, five major factors were identified as critical for effective online learning implementation, namely: Rationale and Motivating Factors, Technology Infrastructure, E-Learning Pedagogy and Support Infrastructure, Course Design and Delivery and Lessons Learned. Results showed that Course Structure/Organisation, Learner Interaction, Student Engagement and Instructor Presence appeared to be the major factors contributing to high satisfaction and perceived learning. This paper argues that the shift towards blended and online modes of learning is inevitable, advocating the fundamental conception that online education is instrumental in expanding access to tertiary education. If properly designed and implemented, online education has the potential to alleviate academic rigor through improved faculty productivity at reduced tuition costs. Implications for further research and practical recommendations are also discussed

Academic Advising Policy and Procedure in a Selected Federal University in the United Arab Emirates (UAE)

Academic advising and tutoring policies play key roles in achieving students\u27 satisfaction and engagement, and thereby improving students\u27 retention and career development. However, universities do not give enough attention to developing the Student Affairs entities or advising quality. This study aims to conduct a systematic review of the literature, in order to determine the needs of UAE federal universities, with a special emphasis on the roles of academic advising and counselling in improving students\u27 retention and satisfaction. The target population of this study consisted of related works published in peer-review journals, books and websites. A comprehensive review of the literature was conducted on a list of 28 selected manuscripts published from 2000 to 2021. The data were collected manually from the articles, by the researchers. This study draws the attention of policy-makers and advisory boards, to launch proper policies and advisory services, so that, the students of higher classes will achieve good academic performance, leading to students’ retention. Furthermore, our findings revealed that academic advising can improve the students’ satisfaction, gender identity or expression. Thus, academic advising is the groundwork for all fruitful learning institutes. This paper gives an overview of the flaws in academic advising policies and the limitations of the available tools to support the policy goals in federal universities in the United Arab Emirates (UAE). Consequently, further research in this subject and the implementation thereof could improve the quality of student-affair programs in the federal universities of the UAE

Trainee Teachers’ Perceptions of Online Teaching During Field Experience with Young Children

The global pandemic of COVID-19 forced trainee teachers from the United Arab Emirates to have virtual field experiences in the field of early childhood education. The various stakeholders, young children, families, preservice teachers, and university faculty hold different perceptions of online teaching formats. The purpose of this study was to examine the perceptions of trainee teachers and faculty supervisors about online field experiences with young children. The study was done using a qualitative case study within an interpretivist paradigm. Twelve internship students and five supervisors were purposively selected to complete open-ended questionnaires about virtual field experiences. Three themes emerged from the data: (1) integrating technology into lesson planning, (2) meeting challenges to classroom management, and (3) expanding the repertoire of teaching strategies. It is concluded that the virtual field experience was a milestone of achievement for trainee teachers, in terms of the preparation it provided to implement the country’s plan of integrating technology in the curriculum

Exploring Bem’s Self Perception Theory in Educational Context

© 2020 Laila Mohebi, Fatima Bailey. This study offers a synthesis of critical elements of Bem´s self-perception theory in an educational context. Ultimately people understand their beliefs, attitudes and perceptions by understanding their own behaviour and the circumstances behind it. Thus, Bem’s theory is integral in gaining a better understanding of pre-service teachers’ perceptions regarding their TPACK (Technology, Pedagogy and Content Knowledge) dispositions and capabilities. This study explores various experiments. It highlights applications of the theory to the field of education and field experience. It provides a comparative analysis of cognitive dissonance theory and self-perception theory, as both are valuable frameworks for education. Results yielded from this study could potentially impact the way in which ministries, institutions and schools develop educational policies and manage educational programs

Evaluating Preservice Teachers’ Performance in a Blended Field Experience Course During the Quarantine of COVID-19

This paper aims to evaluate the preservice teachers’ teaching performance in a blended field experience during the quarantine of COVID-19. An exploratory sequential mixed method approach was adopted using Strength, Weaknesses, Opportunities, and Threats (SWOT) analysis as a qualitative tool and quantitative data collected using a teacher evaluation rubric that merged the INTASC standards in the Danielson domains. The results show that using SWOT analysis positively impacts teachers’ performance: they understand how to use the external environment (seizing opportunities and avoiding threats) to control the internal environment (enhancing strengths and removing weaknesses)

Pre-Service Teachers\u27 Perspectives on Their Preparedness to Use Technology in Classrooms in the United Arab Emirates: A Qualitative Approach

This study is aimed at understanding United Arab Emirates (UAE) pre-service teachers\u27 perspectives on their preparedness to use technology for future classroom practices, as well as their instructors\u27 perspectives on pre-service teachers\u27 preparedness to use technology for future classroom practices. It also looks into the pre-service teachers and instructors\u27 suggestions for future action plans to maximize the preparedness and the factors that influence the acquisition of knowledge and skills regarding technology integration in the classroom. In addition, the study is based on the Technological Pedagogical and Content Knowledge (TPACK) model as a framework to assess and reflect on the technology integration skills of pre-service teachers. This study was conducted in three selective universities in the United Arab Emirates (UAE) by use of a qualitative approach from interviews with 12 pre-service teachers and 6 instructors. It used thematic analysis for the interviews to understand the pre-service teachers\u27 and their instructors\u27 perspectives on TPACK variables. In addition, thematic analysis was used for suggestions and recommendations. The analysis showed that in general, pre-service teachers are confident when it comes to their TPACK capabilities. Moreover, results indicated that the most significant factor that influenced the acquisition of knowledge and skills regarding information and communication technology (ICT) integration in the classroom was practical experiences in schools. However, the analyses of the interviews of both pre-service teachers and instructors showed that there were some challenges and points for improvement to be considered

The Impact of the Relationship of Social/Emotional, Cognitive, and Behavioral Engagements on Developing Preservice Teachers’ Digital Competencies

Aim/Purpose This study investigates the impact of the relationship between social/emotional, cognitive, and behavioral engagements on developing preservice teachers’ digital competencies. The social/emotional engagement can be illustrated with actions associated with learning, such as excitement, interest, and motivation. Cognitive engagement is the active process of learning and is the most essential form of learning. Finally, behavioral engagement is the physical behavior associated with doing the work and following the rules. Background Teachers’ digital competencies are essential in creating an active e-learning envi-ronment that ensures students’ engagements and reduces learners’ sense of iso-lation. Due to the lockdown of COVID-19 in March 2020, schools and univer-sities shifted toward e-learning, where higher education in the United Arab Emirates (UAE) experienced a digital transformation. Many questions have been raised about life after COVID-19, competencies needed for the new de-mands of jobs that do not yet exist, social/emotional development of students, and their engagements in online classes. Methodology An explanatory sequential mixed-method approach was utilized, using a quanti-tative data method followed by a qualitative data method. An online survey was used to collect the quantitative data from participants. The convenient research population is female preservice teachers who are considered learners enrolled in semesters 3-8 and learning online. Focus group discussions were used to collect the qualitative data from selected participants. Contribution The findings of the study contribute toward a deeper understanding of the rela-tionship between social/emotional, cognitive, and behavioral engagements and their positive impact on developing learners’ digital competencies. The results can be leveraged during or after the pandemic to design strategies and pedagog-ies that enhance learners’ engagements and develop their digital competencies based on the conceptual framework of the study. Findings The study’s results reveal a significant positive correlation between social/emo-tional, cognitive, and behavioral engagements that lead to the development of preservice teachers’ digital competency. The relationship between social/emo-tional and cognitive engagements is stronger than between cognitive and behav-ioral engagements, while the relationship between social/emotional and behav-ioral engagements is balanced. Recommendations for Practitioners Instructors need to consider students’ well-being and avoid the sense of isola-tion among students through designing strategies and pedagogies using the framework of the study that enhance learners’ engagements. More focus is needed on training instructors and educators in using different interactive appli-cations that enhance learners’ and educators’ digital competency. Recommendations for Researchers The findings provide theoretical evidence of the impact of the relationship be-tween social/emotional, cognitive, and behavioral engagements on developing learners’ digital competencies. However, this study was conducted in an early childhood education program in higher education where all the participants were females. It is highly recommended that future research repeats the study with male and female participants, as well as implement the study with different age groups from k-12 students. Impact on Society This research highlights the importance of considering the social/emotional, cognitive, and behavioral engagements in developing learners’ digital competen-cies. It is interestingly important to reinforce the teaching, cognitive and social presence among all instructors and teachers due to the positive impact on stu-dents’ online learning. Future Research Future research on measuring the impact of transforming students’ design thinking mindset after using interactive technology is recommended. In addi-tion, it is highly recommended to consider measuring how the students’ learning is influenced by the teaching presence of their instructors. Also, it is recom-mended that future research considers measuring the instructors’ digital compe-tencies and their impact on planning instructional activitie