PurposeThe research aims to identify the effectiveness of using the blended learning strategy on achievement among students of higher colleges of technology in the United Arab Emirates (UAE), through the answer to the following question: Is there a statistically significant difference at the significance level (a = 0.05) in students' achievements in general studies courses at higher education attributed to the method of teaching (blended learning, traditional).Design/methodology/approachThe research applied a Quasi-experimental. The current research used two groups experimental group and controlled group across two phases: pilot study and experimental study. Phase 1 examined the difference between the pilot group and the nonpilot group at Sharjah colleges across three different courses: Fundamentals of Applied Mathematics, Professional Communication and Reporting and Basic Research Methods during the spring semester 2019 at Sharjah colleges. Phase 2 examined the difference between the experimental group (using blended learning during summer 2019) and the controlled group (learned the same courses during summer 2018) across three different courses and the same three courses.FindingsThere is no statistically significant difference at significance level (a = 0.05) in students' achievements in the Fundamentals of Applied Mathematics (LSM 1000) course between the experimental and controlled groups. There is a statistically significant difference at significance level (a = 0.05) in students' achievements in the Professional Communication and Reporting (LSC 1103) in favor of the experimental group course at higher education attributed to the method of teaching (blended learning, traditional). There is no statistically significant difference at significance level (a = 0.05) in students' achievements in the Basic Research Methods (LSS 1123) between the experimental and controlled groups.Research limitations/implications1. The study is limited to students of Higher Colleges of Technology in the UAE. 2. The study is limited to the General Studies Department at Higher Colleges of Technology. 3. The achievement test used in the study is a standardized test developed by the college.Originality/valueThis research considered the first research to discuss the effectiveness of using blended learning where three teaching strategies are combined together (normal face-to-face classes, flipped classroom and online face-to-face classes) in students' achievement at higher education in the UAE.
This paper aims to identify and examine motivational and environmental factors that impact entrepreneurial intentions of Emirati undergraduates in the United Arab Emirates (UAE). Using a quantitative, correlational research design this study administered the Entrepreneurial Intentions Questionnaire (EIQ), to a sample of 74 business students from the Higher Colleges of Technology (HCT), Sharjah Campuses. Descriptive statistics, correlational analysis and regression models were used to analyse and evaluate hypotheses. Findings confirm a high degree of entrepreneurial intentions among Emirati undergraduates, explained by a combination of motivational and environmental variables. Emirati Business students value capabilities over social approval to opt for starting an entrepreneurial venture. Students’ entrepreneurial intentions strongly correlated with perceptions of capabilities, which signals significant implications for practitioners. The paper suggests a clear focus on enhancing entrepreneurial capabilities is an effective avenue to cultivate entrepreneurial intentions and foster entrepreneurial action. Although previous studies in the UAE context highlighted high levels of entrepreneurial intentions, understanding of which factors influence these intentions was lacking. This paper makes significant contributions to filling this gap.
Purpose One of the largest higher education institutes (HEI) in the United Arab Emirates (UAE) and another public sector organization (PSO) responsible for promoting heritage, history and culture in the tourism sector formed an informal partnership in 2012. The purpose of this paper is to give Emirati students an opportunity to undertake projects based on their heritage, communities and develop their skills by experiencing “learning by doing.” Design/methodology/approach Projects briefs were provided by the PSO and followed the curriculum requirements of first year bachelor programs. In February 2013, faculty from different departments within the HEI met with PSO representative to explore how both organizations could collaborate. The conversation also focused on how the PSO could take advantage of readily available resources of creativity and innovation at the HEI. An innovative, cross-discipline, joint-marketing project was developed in line with the curriculum and PSO needs. By June, 2013, all students had undertaken projects which led toward developing recommendations and materials to promote the brief from PSO of “Raising Awareness” and “Increasing Visitor Numbers.” Findings Students from different disciplines produced different elements to meet the brief; however, they all followed a similar approach of research, analysis and evaluation. Although such projects are difficult to manage, staff found they had a profound effect on students’ motivation, personal development and overall learning experience. Originality/value This case study provides an insight into how experiential learning can be fostered through educational partnerships in the UAE context and beyond. It also highlights the importance of technology and informal relationships between partnering institutions.
Blended learning is fast becoming the new normal and increasingly considered an integral part of program offers within higher education (HE) institutions. Although there is a general consensus about online and physical face to face components, which constitute a framework for blended learning models. There are variances on how these components should be combined, established, and delivered. Empirical evidence on teachers’ perceptions of these elements is also limited. This qualitative study used focus groups to gather teacher perspectives of blended learning models, which produced three major themes related to professional development, student success, and blended courses. A sample of teacher from this group was most relevant to the study because they were involved in the implementation, and iterations, of blended learning at their HE institution for three semesters. Their experiences and perceptions provided highly relevant insights on what constitutes an effective blended leaning model. This study confirms previous empirical claims on the importance of professional development in increasing teacher efficacy. But also reveals the role of self-learning, informal communities of practice and their impact on changing teacher perceptions, which in turn improve efficacy. The study also highlights effective communication, course materials, course design and how blended learning environments are set-up, as crucial elements of an effective blended learning model. Teachers perceived these elements as the biggest influences on student success. This study provides important insights for educational institutions seeking to establish or improve their blended learning strategy and enhance student experience.
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