ORCID Profile
0000-0002-5077-5993
Current Organisation
Hashemite University
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Publisher: Pakistan Home Economics Association
Date: 14-12-2022
DOI: 10.55951/NURTURE.V16I2.127
Abstract: Purpose: The current study aimed at exploring education leaders' perceptions of online learning in four universities in the United Arab Emirates' (UAE) during the COVID-19 pandemic crisis. The study explored two dimensions of educational institutions’ experiences during the pandemic: the effectiveness and educational impact of online learning. Design/Methodology/Approach: To achieve the aim of the study, a 34-items survey was developed. The validity and reliability of the survey were ensured. A total of 113 education leaders across five UAE universities were surveyed in order to know their views on the effectiveness of online teaching during COVID-19 lockdowns. Findings: The results of the study showed that despite the pressure, stress and uncertainty that accompanied the shift to online education as a result of the spread of coronavirus. University education leaders highly appreciated online teaching in both domains of the survey. However, the more experienced education leaders expressed positive views on the effectiveness of online learning during the COVID-19 pandemic. At the same time, there were no significant differences in perceptions among education leaders based on gender, academic rank or position. Conclusion: The current study explored education leaders’ views on online learning. Apparently, addressing differences among education leaders can help in providing more effective and sound learning experiences. Practical implications: The results of the study highlighted the crucial role of education leaders especially during times of crises and massive disruptions and the need to take into account the differences between their views. Therefore, the study suggests dealing with education leaders' differences carefully in order to deliver effective online learning. Contribution to literature: The study provides a different perspective on online learning as it captures education leaders' perspectives on online learning during the COVID-19 pandemic.
Publisher: IATED
Date: 11-2017
Publisher: Science Publishing Group
Date: 2013
Publisher: IATED
Date: 11-2022
Publisher: SAGE Publications
Date: 17-04-2022
DOI: 10.1177/00220574221088500
Abstract: In light of our forced migration to the online world, this article argues in favor of a widespread evolution of our approach to education, drifting from rigid to flexible models. Such an optimal system would be able to change from one form and function to another, even in mid-course, without compromising pedagogy. This system has to be based on evidence-based innovative pedagogies and scholarships of teaching and learning. The article proposes a “Convertible Learning System” (CLS)—a synergistic optimization of relative strengths of traditional and online learning approaches, while simultaneously allowing the flexibility that we realize is now critical. Although the ex les lie in the realms of tertiary education, the concepts and implications can be beneficial at educational levels.
Publisher: IGI Global
Date: 2010
DOI: 10.4018/978-1-60960-048-8.CH003
Abstract: This chapter discusses the experience of adopting information and communication technologies (ICT) by the Jordanian education system. The discussion tackles the Jordanian Ministry of Education’s endeavour to update the education system for the Knowledge Economy by shedding light on its two main recent initiatives - Education Reform for the Knowledge Economy (ERfKE) and the Jordanian Education Initiative (JEI). Both projects included ICT as a key component for upgrading the education system for the Information Age. Jordan’s location in the heart of the Middle East as well as the countries scarce resources available for development makes education reform a challenging task for the education system. The chapter discusses the Jordanian education system’s approach in reforming itself through the adoption of ICT.
Publisher: IGI Global
Date: 2013
DOI: 10.4018/978-1-4666-1984-5.CH009
Abstract: This chapter discusses the Jordanian Ministry of Education’s reliance on both the local private sector (public-private partnership) and foreign aids in order to accelerate its integration of ICT to meet the needs and demands of the knowledge-based economy. The discussion sheds light on strings attached to the role played by the Ministry of Education, as the central educational authority, in the diffusion of ICT across the education system. Understandably, in the Jordanian context, likewise other countries in the Middle East and North Africa region, the education system has to deal with a great deal of complexities in which, internal and external issues can impede reform efforts. Partnership with local and international partners might be needed in the Jordanian context in order to initiate reform especially the large-scale and costly ones. ICT-related reform initiatives are expensive and require expertise in various areas which might justify seeking external assistance by the educational system. However, external involvement can impact the integrity of the educational reform when it is left with inadequate coordination and efforts in order to keep them in line with national interests and agendas. Furthermore, the impact of these issues can be severer when they are not taken into account during the planning stage of the reform. Thus, this chapter discusses major issues arose when international partners and the local private sector were involved in ICT-based education initiatives in Jordan.
Publisher: Informa UK Limited
Date: 13-09-2020
Publisher: Horizon Research Publishing Co., Ltd.
Date: 02-2020
Publisher: Hamad bin Khalifa University Press (HBKU Press)
Date: 2015
DOI: 10.5339/QPROC.2015.COE.17
Abstract: The rapid developments in technology makes it a must for educators to figure ways in which these tools can be utilized for educational excellence. The availability of various tools can mount pressure on teachers and other education stakeholders to weave such tools into everyday practices of educational institutions in order to transform education to become more relevant and effective. The new technologies have also paved the way for new trends and models in education. Currently, the “Flipped Learning” is gaining increasing attention because of its powerful idea of making efficient utilization of both students’ and teachers’ time in schools and homes. The model is based on promising ideas such as competency learning, increasing interaction and collaboration between students and teachers, saving teacher’s time, helping all kinds of students to excel especially students with special needs, and helping students to reach higher order thinking. However, earlier educational initiatives have proven to be complex and their implementations are challenging due to the various factors that might interfere with the implementation process. The aim of the current study was to investigate the experience of three Jordanian schools which implemented the Flipped Learning model from teachers’ point of view as they are the ultimate implementers of any educational initiatives. The study employs questionnaires for collecting data from 120 teachers who were active implementers of the Flipped Learning model in the participating schools. The findings of the study are expected to shed the light on several factors that can derail the Flipped Learning projects as well as factors that can facilitate its implementation which can provide guidelines for other schools that are trying to adopt this model.
Publisher: Horizon Research Publishing Co., Ltd.
Date: 03-2020
No related grants have been discovered for Atef Abuhmaid.