An e-learning approach to secondary education in Palestine: opportunities and challenges

Shraim, Khitam; Khlaif, Zuheir N.

doi:10.1080/02681102.2010.501782

Cited by 102 publications

(84 citation statements)

References 3 publications

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“…The MOEHE started training the teachers about the literacy of computer and to design educational activities by using computer and its accessories in 1999 (MOEHE, 2000). In Palestine technological innovations have become crucial due to Lack of resources and training to meet the growing demand of education and to overcome the mobility restrictions (Shraim & Khlaif, 2010). Technology integration is the most significant implication in conflict zones with shortage of educational resources (Risler, 2009).…”

Section: The Context Of the Studymentioning

confidence: 99%

“…Technology integration is the most significant implication in conflict zones with shortage of educational resources (Risler, 2009). Palestinians consider development of technology as an essential tool for their survival, mitigating their daily difficulties, facilitating the emergencies, improving the equity of using technology among students in both public and higher education (Saidam, 2007;Shraim & Khlaif, 2010). Consequently, the MOEHE has adapted and implemented different technological innovations in the educational system to improve the communication between teachers, students, and parents along with enlightening the equity and quality of education in math, science, English, and Arabic language (Khlaif, 2018a).…”

Section: The Context Of the Studymentioning

confidence: 99%

“…Palestine is divided into small areas separated by security checkpoints that adversely affect the educational system (Shraim & Khlaif, 2010). There are 2963 public schools in Palestine.…”

Section: The Context Of the Studymentioning

confidence: 99%

“…Palestine is in the Middle East region and is described as a conflict zone with mobility restriction (Khlaif, 2018b;Shraim & Khlaif, 2010). Palestine is divided into small areas separated by security checkpoints that adversely affect the educational system (Shraim & Khlaif, 2010).…”

Section: The Context Of the Studymentioning

confidence: 99%

“…No doubt with the advancement of Information and Communication Technology (ICT), this universe is becoming global village, and universities are adopting the latest information and communication tools to transform this universe into global village. Information and communication technologies undoubtedly bring important changes in all human activities and also into the educational system in the developed countries (Shraim & Khlaif, 2010). Development in advance technology broadens the learning environment place, the content, and makes the learning better through establishing new digitalized educational environment (Groff, 2013).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Transforming learning for the smart learning paradigm: lessons learned from the Palestinian initiative

Khlaif

Farid

2018

Smart Learn. Environ.

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The purpose of the study is to identify the variations taking place in the Palestinian educational system due to implementations of smart learning project in the Palestinian public schools. In addition to this exploration of the strengthens and weaknesses of the smart learning project is also done. A qualitative approach has been adopted to achieve the purpose of the study. Different tools were used for data collection from 30schools across the country including observations, interviews, and focus group discussion. The findings of the study revealed several changes of teachers' roles and schools' administrators associated with the implementation of smart learning project in Palestine. This study contributes in a fashion to assist other educationists and researchers to review the methods of learning and teaching in the country. Besides significance of smart learning, a confined attention is given to state of the art literature regarding adoption and promotion of smart learning in developing countries like Palestine.

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Section: The Context Of the Studymentioning

confidence: 99%

Section: The Context Of the Studymentioning

confidence: 99%

“…Palestine is divided into small areas separated by security checkpoints that adversely affect the educational system (Shraim & Khlaif, 2010). There are 2963 public schools in Palestine.…”

Section: The Context Of the Studymentioning

confidence: 99%

Section: The Context Of the Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Transforming learning for the smart learning paradigm: lessons learned from the Palestinian initiative

Khlaif

Farid

2018

Smart Learn. Environ.

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Hopes and Fears in Implementation of Electronic Health Records in Bangladesh

Khan

Shahid

Hedström

et al. 2012

E J Info Sys Dev Countries

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Health is seen as a major key for development and many developing country governments invest in ICT-based Health Information Systems (HIS). The purpose of this paper is to explore physicians' hopes and fears for implementing Electronic Health Record (EHR) systems in Bangladeshi hospitals. Data was collected through interviews and observations at two Bangladeshi hospitals. We found very little use of EHR systems at the hospitals and many physicians were skeptical of using EHR systems. Whereas this skepticism could be seen as a symptom of backward thinking our analysis found much of this skepticism to be reasonable. In this way this research contributes to the ongoing debate on how to implement HIS in developing countries. We articulate and analyze users' concerns beyond mere "attitudes" and "acceptance". Our results show that the fears and concerns on the hospital floors are legitimate and should be taken into consideration when HIS projects are initiated.

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A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries

Sakata¹,

Bremner

Cameron

2022

Review of Education

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This article provides a comprehensive descriptive overview of the implementation of learner‐centred pedagogy (LCP) in low‐ and middle‐income countries. Considerable time, money, and resources have been invested in LCP in many countries worldwide, and yet we still lack a comprehensive body of evidence regarding its implementation and outcomes. This systematic review aimed at going beyond the limitations of individual studies, confined by time, context and samples, in order to offer stronger applicability and generalisability to wider contexts. The dataset for analysis consisted of 94 journal articles published between January 2001 and December 2020, selected based on explicit inclusion/exclusion criteria. A team of three researchers utilised EPPI‐Reviewer and QSR NVivo to import, screen, and analyse the texts. The literature on LCP implementation was mapped by key variables such as country, educational setting, study participants, and methods. Firstly, the study found that despite LCP being explicitly promoted in numerous contexts, most classrooms were still predominately teacher‐centred. Secondly, the review identified a wide range of constraints and enablers of LCP implementation, spanning across the individual, classroom, school, policy, and wider society levels. Thirdly, although several positive and negative outcomes of LCP emerged from the study, the review found that the objective evidence on LCP outcomes was somewhat limited, indicating that there is an urgent need for additional research to evaluate LCP outcomes. A conceptual framework of LCP implementation is presented, and implications for policy and future research are discussed. The video abstract for this article is available at https://youtu.be/57EsnDUe_QQ. Rationale for this study Despite the worldwide spread of learner‐centred pedagogy (LCP), we currently lack a comprehensive body of evidence regarding its implementation and outcomes. Why the new findings matter The findings will help educational stakeholders decide whether and how LCP‐related reforms should continue, based on the enablers, constraints, and outcomes of LCP implementation identified in the review. Implications for educational researchers and decision‐makers Firstly, educational researchers will benefit from having a clear summary of existing research which identifies opportunities to further enhance our knowledge; in particular, there is an important gap in the literature in terms of research on the outcomes of LCP implementation over time. Secondly, educational decision‐makers will be better placed to decide (a) the extent to which they should continue to allocate limited resources towards the implementation of LCP‐related reforms; and (b) how they may learn from the cumulative findings of existing case studies to increase the chances of successful implementation.

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An e-learning approach to secondary education in Palestine: opportunities and challenges

Cited by 102 publications

References 3 publications

Transforming learning for the smart learning paradigm: lessons learned from the Palestinian initiative

Transforming learning for the smart learning paradigm: lessons learned from the Palestinian initiative

Hopes and Fears in Implementation of Electronic Health Records in Bangladesh

A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries

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