Egypt

El-Khouly, Mahmoud M.

doi:10.1007/978-3-319-68999-9_4

Cited by 5 publications

(6 citation statements)

References 74 publications

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“…Egypt, as a developing country, has been developing its information and communication technology (ICT) infrastructure since 1985, and it continues to promote it in education—especially higher education—in order to foster the motivation of instructors and students to learn (El-Khouly, 2018 ; Kamel & Hussein, 2002 ). Internet users in Egypt have significantly increased over the past six years from 2013 to 2019 to reach approximately 51 million users.…”

Section: Introductionmentioning

confidence: 99%

How higher education students in Egypt perceived online learning engagement and satisfaction during the COVID-19 pandemic

2021

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This study aims to examine the influence of academic self-efficacy, perceived usefulness of online learning systems, and teaching presence on student engagement (behavioural, emotional, and cognitive engagement) and student satisfaction with online learning. Data were collected from undergraduate students who experienced a fully online learning process during the COVID‐19 pandemic. Based on social cognitive theory, the relationships among the personal and environmental influences on student behaviour and outcomes were examined using structural equation modelling. The results indicated that academic self-efficacy had significant direct relationships with behavioural engagement and emotional engagement, while perceived usefulness significantly influenced emotional engagement and cognitive engagement. Furthermore, teaching presence significantly influenced all engagement dimensions. Student satisfaction was significantly and directly influenced by behavioural engagement and emotional engagement, but not by cognitive engagement. Finally, the mediation role of each engagement dimension is proven in this study. This study was conducted in Egypt; thus, it contributes to add an empirical evidence regarding online student engagement and satisfaction in the context of a developing country.

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Section: Introductionmentioning

confidence: 99%

How higher education students in Egypt perceived online learning engagement and satisfaction during the COVID-19 pandemic

2021

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“…E is the potential for reduction and is the transfer Coefficient we take for better results. [30][31][32][33][34][35][36][37][38][39][40][41][42][43] When we using scan the reduced species at silver working electrode (SWE) is oxidation back to return to the starting. If reaction proceeds reversibly, the peak potential Separation ΔEp will be near .58/n (at 25˚C .…”

Section: Analysis Of Voltammograms Obtainedmentioning

confidence: 99%

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et al. 2019

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Redox reaction mechanism in absence and presence of Valporic Acid (VaA) was studied in cyclic voltammetry, we used a new silver electrode made from pure Silver piece jointed to copper wire and isolated by heat shrink polymer to insure Complete isolation, during measurements. The Silver electrode was polished with Al 2 O 3 in woolen piece, washed and used for the cyclic voltammetric Study. The stability constants and Gibbs free energies of complex reactions between HgCl 2 and Valproic acid (VaA) in 0.01 M KNO 3 at 22˚C were evaluated and their results were discussed.

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“…Due to the remarkable developments in information and communication technologies (ICT), digital learning shows steady growth worldwide, making the usage of educational technologies in teaching and learning processes essential (Onah et al, 2022;Palvia et al, 2018). In the last two decades, the Middle East and North Africa (MENA) region has demonstrated a growing interest in integrating digital learning into the higher education system (El-Khouly, 2018). With regard to Egyptian higher education, which is recognized as one of the oldest higher education systems globally, there are 27 governmental universities, 19 national universities, 47 private universities, and 120 special high institutes within the higher education system (SCU, 2023a).…”

Section: Introductionmentioning

confidence: 99%

“…With regard to Egyptian higher education, which is recognized as one of the oldest higher education systems globally, there are 27 governmental universities, 19 national universities, 47 private universities, and 120 special high institutes within the higher education system (SCU, 2023a). This expansive higher education system witnesses a consistent annual increase in student enrollment, particularly in government universities that provide tuition-free education in comparison to the other ones (El-Khouly, 2018;Ismail & Kinchin, 2019). As a result, Egypt's governmental universities encounter overcrowding challenges in certain lecture halls, which results in student distraction, lowering the quality standards of education, and ultimately compromising the efficacy of the educational process as a whole (Afifi, 2011;El Sebai, 2006;Ismail & Kinchin, 2019).…”

Section: Introductionmentioning

confidence: 99%

Drivers of undergraduate students’ learning perceptions in the blended learning environment: The mediation role of metacognitive self-regulation

ElSayad

2024

Educ Inf Technol

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In student-centric learning environments, such as blended learning, students’ metacognitive self-regulation is required to plan, monitor, and control their learning processes and achieve positive learning outcomes. The lack of metacognitive self-regulation may lead students to encounter difficulties that, eventually, affect their learning perceptions. Therefore, understanding how to drive students' metacognitive self-regulation is essential to delivering an effective blended learning process that supports students' learning perceptions. This study examines the structural relationships between academic self-efficacy, student–student interaction, student–lecturer interaction, metacognitive self-regulation (including planning, monitoring, and regulating), and perceived learning using structural equation modeling. The data were collected from 1675 undergraduate students who experienced blended learning at Egyptian universities. The findings revealed that academic self-efficacy, student–student interaction, and student–lecturer interaction have significant direct effects on the planning, monitoring, and regulating dimensions of metacognitive self-regulation. Furthermore, metacognitive self-regulation dimensions not only influence perceived learning but also mediate the effects of academic self-efficacy, student–student interaction, and student–lecturer interaction on perceived learning, except for monitoring, which has an insignificant mediation effect on the relationship between student–student interaction and perceived learning. The findings of this study may help researchers, practitioners, and stakeholders gain deep insights regarding how to promote tertiary students’ metacognitive self-regulation and learning perceptions during the blended learning experience.

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Egypt

Cited by 5 publications

References 74 publications

How higher education students in Egypt perceived online learning engagement and satisfaction during the COVID-19 pandemic

How higher education students in Egypt perceived online learning engagement and satisfaction during the COVID-19 pandemic

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Drivers of undergraduate students’ learning perceptions in the blended learning environment: The mediation role of metacognitive self-regulation

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