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ICT for Engineering & Critical Infrastructures: Proceedings of the 3rd American University in the Emirates International Research Conference, AUEIRC’20—Dubai, UAE 2020 Asma Salman
The Geography of Gandh■ran Art: Proceedings of the Second International Workshop of the Gandh■ra Connections Project, University of Oxford, 22nd-23rd March, 2018 1st Edition Wannaporn Rienjang (Editor)
Proceedings of the 3rd American University in the Emirates International Research Conference, AUEIRC’20—Dubai, UAE 2020
Advances in Science, Technology & Innovation
IEREK Interdisciplinary Series for Sustainable Development
Editorial Board
Anna Laura Pisello, Department of Engineering, University of Perugia, Italy
Dean Hawkes, University of Cambridge, Cambridge, UK
Hocine Bougdah, University for the Creative Arts, Farnham, UK
Federica Rosso, Sapienza University of Rome, Rome, Italy
Hassan Abdalla, University of East London, London, UK
Sofa-Natalia Boemi, Aristotle University of Thessaloniki, Greece
Nabil Mohareb, Faculty of Architecture—Design and Built Environment, Beirut Arab University, Beirut, Lebanon
Saleh Mesbah Elkaffas, Arab Academy for Science, Technology and Maritime Transport, Cairo, Egypt
Emmanuel Bozonnet, University of La Rochelle, La Rochelle, France
Gloria Pignatta, University of Perugia, Italy
Yasser Mahgoub, Qatar University, Qatar
Luciano De Bonis, University of Molise, Italy
Stella Kostopoulou, Regional and Tourism Development, University of Thessaloniki, Thessaloniki, Greece
Biswajeet Pradhan, Faculty of Engineering and IT, University of Technology Sydney, Sydney, Australia
Md. Abdul Mannan, Universiti Malaysia Sarawak, Malaysia
Chaham Alalouch, Sultan Qaboos University, Muscat, Oman
Iman O. Gawad, Helwan University, Helwan, Egypt
Anand Nayyar , Graduate School, Duy Tan University, Da Nang, Vietnam
Series Editor
Mourad Amer, International Experts for Research Enrichment and Knowledge Exchange (IEREK), Cairo, Egypt
Advances in Science, Technology & Innovation (ASTI) is a series of peer-reviewed books based on important emerging research that redefnes the current disciplinary boundaries in science, technology and innovation (STI) in order to develop integrated concepts for sustainable development. It not only discusses the progress made towards securing more resources, allocating smarter solutions, and rebalancing the relationship between nature and people, but also provides in-depth insights from comprehensive research that addresses the 17 sustainable development goals (SDGs) as set out by the UN for 2030.
The series draws on the best research papers from various IEREK and other international conferences to promote the creation and development of viable solutions for a sustainable future and a positive societal transformation with the help of integrated and innovative science-based approaches. Including interdisciplinary contributions, it presents innovative approaches and highlights how they can best support both economic and sustainable development, through better use of data, more effective institutions, and global, local and individual action, for the welfare of all societies.
The series particularly features conceptual and empirical contributions from various interrelated felds of science, technology and innovation, with an emphasis on digital transformation, that focus on providing practical solutions to ensure food, water and energy security to achieve the SDGs. It also presents new case studies offering concrete examples of how to resolve sustainable urbanization and environmental issues in different regions of the world.
The series is intended for professionals in research and teaching, consultancies and industry, and government and international organizations. Published in collaboration with IEREK, the Springer ASTI series will acquaint readers with essential new studies in STI for sustainable development.
ASTI series has now been accepted for Scopus (September 2020). All content published in this series will start appearing on the Scopus site in early 2021.
Asma Salman · Assem Tharwat Editors
Informatics for Digital Education
Proceedings of the 3rd American University in the Emirates International Research Conference, AUEIRC’20—Dubai, UAE 2020
Editors
Asma Salman
College of Business Administration
American University in the Emirates (AUE)
Dubai, United Arab Emirates
Assem Tharwat
American University in the Emirates (AUE)
Dubai, United Arab Emirates
ISSN 2522-8714
ISSN 2522-8722 (electronic)
Advances in Science, Technology & Innovation
IEREK Interdisciplinary Series for Sustainable Development
ISBN 978-3-031-49395-9 ISBN 978-3-031-49393-5 (eBook) https://doi.org/10.1007/978-3-031-49393-5
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The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifc statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
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Preface
The 3rd American University in the Emirates International Research Conference (AUEIRC’20) under the theme “Transition to Knowledge Economy: Challenges, Smart Opportunities and Innovation” brought together academics, researchers, and practitioners under one platform with the aim of sharing ideas and expertise in the most pressing challenges that the world has witnessed. Under the Patronage of H.H. Sheikh Hamdan Bin Rashid Al Maktoum, Deputy Ruler of Dubai and Minister of Finance, United Arab Emirates (UAE), the 3rd AUEIRC 2020 was held between August 8 and 11, 2020. The proceedings will be published in the Transition to Knowledge Economy: Challenges, Smart Opportunities, and Innovation book series of Springer.
As the frst research conference to be conducted virtually in the Middle East, covering vital sectors of the economy and the impact of COVID-19, this conference was a testimony that digital transformation indeed leads to the continuity of exchange of knowledge. It warranted a vision, where the academics, practitioners, and policymakers from the region and across the globe engaged in a dialogue to discuss some of the most pressing issues in knowledge economy and the pandemic that has gripped the world, while focusing on the application side of the research rather than just the theoretical ones.
The scope of the conference included eight main themes, namely; COVID-19 Challenges, Entrepreneurship, Computer and Advanced Technology, Education Industry, Security and Global Studies, Law, Integrated Media, and Design Industry. The 3rd AUEIRC 2020 witnessed research paper presentations from 101 presenters in 18 different sessions under these eight tracks. The conference boasted of imminent speakers from the industry and academia covering pertinent issues and offering plausible solutions. It had 7 keynote sessions, 6 interactive workshops, talks from 20 experts from the industry, and participation from over 25 Countries during the 4-day conference. Each speaker brought with them a wealth of knowledge and concluded with a range of questions and discussions from the audience and the panels. Worthy speakers included; H.E. Mr. Mirza Al Sayegh, Director, Offce of H.H. Sheikh Hamden Bin Rashid Al Maktoum (United Arab Emirates), Major Gen. Dr. Ahmed Nasser Al Raisi, General Inspector of the Ministry of Interior (United Arab Emirates), Prof. Suzanne Trager Ortega, President of the Council of Graduate Schools (United States of America), H.E. Dr. Dena Assaf, United Nations Resident Coordinator for UAE, and H.E. Jamal Al Jarwan, Secretary General—UAE International Investors Council (United Arab Emirates).
The International Scientifc Committee comprised of over 40 international experts in various felds as per the themes of the conference. The panels were divided based on tracks and all papers were presented in 18 thematic sessions. In an aim to bridge the gap between theory and practice, each session was organized to have an academic and an industry representative as a chair and/or co-chair. This enhanced the feedback and refected discussions from a wellrounded perspective. Sessions were designed to start with the paper presentations and then the foor was opened for a healthy exchange of feedback. A double-blind peer review process enabled 50 full papers to be accepted for publication (in fve edited volumes) by Springer.
This volume supplies innovative, novel, and applied informatics in unique Higher Education cases; presents evidence-driven digital solutions for innovative pedagogies; and discusses the ways in which ICT addresses wider sociological challenges in Higher Education.
On behalf of the AUEIRC’20 Steering Committee, we would like to thank all the referees, track chairs, and paper authors. Special thanks to Prof. Muthanna G. Abdul Razzaq, President, and CEO American University in the Emirates (AUE) and AUEIRC’20 General Chair who contributed all resources at his disposal to ensure the conference meets the standard of excellence. We would also like to thank Major Gen. Dr. Ahmed Nasser Al Raisi, General Inspector of the Ministry of Interior—United Arab Emirates and Chairman Board of Trustees (AUE) for his valuable support. Special gratitude to members of the conference steering committee for their hard work, dedication, and continuous support throughout the preparation and implementation of this virtual conference. Moreover, we are grateful to the event management, information technology department, auxiliary services, media, protocol teams as well as faculty and staff members from different committees for their support in organizing the conference and ensuring its success.
Dubai, United Arab Emirates
Prof. Asma Salman asma.salman@aue.ae
Prof. Assem Tharwat assem.tharwat@aue.ae
About This Book
With an ever-increasing evolution in the usage of digital systems and devices altering the way we live, it is apparent that our world is no longer limited to physical substances, but rather, various digital systems driven by scientifc laws known as Informatics. Informatics is a rigorous and scholarly discipline, now a need for every industry sector that has brought about transformational change specifcally across Health Care, Business, Sports, Education, Transport, and more. Considered as a major contributor to economic development and all professions and disciplines, the feld of Informatics has become widely recognized, leading to novel research. This development of the digital world and increasing demand across all industries for skilled personnel have naturally made it essential that its concepts, theories, principles, methods as well as digital literacy are introduced in educational systems.
In this volume, current challenges and efforts in Informatics for a Digital Education are deliberated and addressed. Emphasizing on Informatics in Higher Education, the book starts by not only dissecting current teaching practices, introducing inclusive learning approaches directed at higher education learners with disabilities (such as dyslexia, dysgraphia, and dyscalculia), providing an overview of social-emotional learning in higher education as well as distance and online learning, but it also highlights advances in technologies, such as Big Data Analytics (BDA), Artifcial Intelligence (AI), and the Internet of Things (IoTs), in an exploration of their unfolding role in Education. Then it focuses on Digitalization for Innovation Pedagogy by looking at teaching and learning techniques, including tools for delivering context-based learning, assessing the shift to online education in light of the COVID-19 pandemic, and fnally, introducing innovative pedagogies in entrepreneurship business education in a knowledge-driven economy. Finally it complements the above by shedding light on IT-Driven Changes in Educational Settings. Consequently, the introduction of technology in earlier stages of education is investigated, and its integration into Sports and Health, Mathematics Learning, English Education, and Language Learning is deliberated.
The book presents selected papers submitted to the 3rd American University in the Emirates International Research Conference (AUEIRC’20), which brought together academics, researchers, and practitioners under one platform with the aim of sharing ideas and expertise in the most pressing challenges that the world has witnessed. Under the Patronage of H.H Sheikh Hamdan Bin Rashid Al Maktoum, Deputy Ruler of Dubai and Minister of Finance, United Arab Emirates (UAE), the 3rd AUEIRC 2020 was held between August 8 and 11, 2020.
As one of the earliest adopters of virtual research conferencing in the Arab world, covering vital sectors of the economy and the impact of COVID-19, this conference was a testimony that digital transformation indeed leads to the continuity of exchange of knowledge. It warranted a vision, where academics, practitioners, and policymakers from the region and across the globe engaged in a dialogue to discuss some of the most pressing issues in Informatics Education, both in light of and in spite of the pandemic that has gripped the world, while focusing on the application side of the research rather than just the theoretical ones.
Sawsan Dagher, Ali Hilal-Alnaqbi and Boshra Akozaheya
Differentiated Curriculum and Teaching Practices for Students with Determination in Higher Education, Reforms for Learners with Dyslexia, Dysgraphia, and Dyscalculia in Higher Education System
Hala Abdullah Al-Bukhari
Needs Assessment Study for Social-Emotional Learning in Higher Education
Sawsan Dagher, Ali Hilal-Alnaqbi and Boshra Akozaheya
Abstract
It is recognized that negative emotions such as anxiety, stress, and pressure have a negative impact on cognitive performance, the working memory capacity of the brain, and consequently on the academic attainment. Thus incorporating social-emotional learning (SEL) programs in the higher education is essential. The frst step to implement these programs is to understand students’ social-emotional skills and evaluate the strengths to be endorsed and directed positively and the weaknesses and limitations to be improved and enhanced. To obtain this type of knowledge, Panorama’s SEL surveys are used to measure students’ social-emotional competencies for higher education students in UAE from both genders. The measured skills are social awareness, self-effcacy skills, growth mindset, grit, and self-management. The students’ self-assessments indicated that implementing SEL competencies within the higher education programs is a necessity in order to lead higher academic performance, long-life learning, and fruitful work accomplishments.
S. Dagher (*)
Department of Electromechanical Engineering, Abu Dhabi Polytechnic, Abu Dhabi, UAE
e-mail: sawsan.dagher@adpoly.ac.ae
S. Dagher
Mechanical Engineering Program, Abu Dhabi Polytechnic, Abu Dhabi, UAE
A. Hilal-Alnaqbi
College of Marine Sciences and Biology, University of Khorfakkan, Sharjah, UAE
e-mail: ali.hilal@ukf.ac.ae
B. Akozaheya
Department of Architectural, Texas A & M University, TX, USA
Researches have proved that the subject and text taught in schools and universities aren’t essentially suffcient and indicative of an effective educational process, but is also highly dependent on the social and emotional environments under which students are learning. Providing social and emotional supportive settings brings about enhanced academic attainment and overall mental well-being. Under several experiments, it was noted that students adapted to an appropriate atmosphere, showed academic achievement, amended health and well-being, improved communication and teamwork skills, and more positive attitudes (Durlak et al., 2011; Zins & Elias, 2006). The negative effects of stress, anxiety, and negativity have been studied widely by researchers in the past few decades. The undesirable impact of negative emotions resides in the reduction of task/academic performance and psychological well-being (Seipp, 1991). The main reason why higher rates of stress and anxiety and possibly other negative emotions are connected with the decrease of cognitive performance is due to either direct or indirect decrease in working memory capacity (Gable & Harmon-Jones, 2010; Moran, 2016). Working memory capacity is the skill to grasp raw information in instant responsiveness so that it can be manipulated and changed into a more useful form. Working memory permits us to retain appropriate verbal content, visual-spatial content, or executive functioning (decision-making, goal setting, or assessment of progress) information. Drops in our working memory capacity lead to a loss of focus on tasks, more distractions, inability to recall essential information, or inability to resolve basic arithmetic successfully (Engle et al., 1999). Additionally, a student’s anxiety (either situational
A. Salman and A. Tharwat (eds.), Informatics for Digital Education, Advances in Science, Technology & Innovation, https://doi.org/10.1007/978-3-031-49393-5_1
or dispositional) has the potential to diminish their working memory capacity, weakening their ability to complete complex cognitive tasks including attention, comprehension, learning, and reasoning, all compulsory for a fruitful educational experience. Consequently, the need to realize effective negative emotions’ measures and interferences to enhance the instructive atmosphere for students is prioritized by several researchers including (Martin & Marsh, 2009).
Throughout the past two decades, scholars and experts in social-emotional learning (SEL) have put forward the goal to fnd the top practices accessible for intrapersonal and interpersonal skills improvement, problem inhibition, health advancement, and constructive development by Collaborative for Academic, Social, and Emotional Learning (CASEL) (2012; Elias et al., 1997). SEL is not fundamentally tied to any specifc educational setting or developmental period. Nevertheless, until now, the theoretical and experiential literature on SEL has been fxated largely on preschool through secondary school students, with guidelines and practices for SEL applied only on undergraduate pupils (Collaborative for Academic, Social, and Emotional Learning (CASEL), 2003; Greenberg et al., 2003; Zins et al., 2004). In the contrary, the SEL groundwork structure has not yet been correlated with higher education populations and backgrounds. Defnitely, children can be given the primacy when it comes to SEL education, as it can trigger a positive progressive trajectory during an early, developmental stage of life. Although the focus is on school children, the need for SEL extends to higher education students. The case can simply be motivated by the fact that the task of higher education institutes, parallel to those of primary and secondary schools, “is to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens” (Greenberg et al., 2003). Similarly, to the case of the benefts of SEL on the younger populations (Zins et al., 2004), research in higher education populations validates that social and emotional modifcation accompanies positive academic outcomes (Gloria & Ho, 2003). Moreover, social and emotional intelligence is connected with benefts spreading outside academic contexts, such as vast advances in work, confdent interactive relationships, and restored mental strength and overall well-being (Bar-On et al., 2006; Jordan & Ashkanasy, 2006; Lopes et al., 2005; Mayer et al., 2004). Consequently, SEL plays a critical role in higher education institutions (Darling-Hammond, 2019; Murphy, 2019).
The world is becoming increasingly demanding, and children and adults should be mentally and emotionally equipped to cope with new and widespread emotional realities. Research specifes that when instructors put an effort to communicate how to lessen and manage stress, students develop the ability to acquire knowledge deeply, avoid negative behaviors, and achieve fruitful outcomes with lasting
Needs Assessment Study for Social-Emotional Learning … effects (Forber-Pratt et al., 2022; Soto et al., 2024; Levin et al., 2023). SEL practices are the emphasis of abundant research studies, and this comes to show the importance of adopting SEL methodologies to be inclusive of higher education populations. So just what is social-emotional learning? And more importantly, why do we need it? How to assess the needs for SEL programs?
2 Methodology
Social-emotional learning (SEL) is the process in which information and mindsets can be developed, as well individuals can establish skills that allow them to recognize and manage their emotions, improve their awareness and compassion for others, and create and work to achieve their personal goals. In this study, we used a modifed Panorama’s SEL paper surveys as it is generalized to work effectively with higher education, while it is consistent and in line with the framework established by the CASEL (Collaborative for Academic, Social, and Emotional Learning (CASEL), 2003, 2012). University students in United Arab Emirates in the age group of 18–22, males and females, flled the survey by answering questions related to their think and feel.
The Panorama surveys offered questions to measure the fve key components of SEL, adapted from the CASEL model as shown in Fig. 1. The SEL components are (i) SelfAwareness: the skill to correctly diagnose one’s personal feelings, thoughts, values, and strengths and weaknesses, substantiated with a sense of self-assurance, optimism, and a growth mindset. (ii) Self-Management: the skill to effectually control individual’s emotions, judgments, and
Fig. 1 Components of social-emotional learning based on CASEL model
actions in different circumstances, which enhances one’s ability of setting and working toward personal goals. Selfmanagement can be attained through effciently handling tension, governing desires, and reassuring oneself. (iii) Responsible Decision-Making: the skill to make constructive choices about one’s behaviors and social connections grounded on morals and values, safety concerns, and communal customs. Responsible decision-making involves a truthful assessment of consequences of various actions, and a deliberation of the comfort of oneself and others. (iv) Social Awareness: the skill to understand the perspective of and sympathize with others, even those from diverse backgrounds and beliefs. Social awareness encompasses the ability to comprehend societal and ethical standards for conduct and to distinguish domestic, school, and civic resources and supports. (v) Relationship Skills: the skill to establish and preserve strong and fulflling relationships with various entities and groups. Relationship skills allow the individual to communicate seemingly and positively, listen consciously, collaborate with others, fght improper social burden wisely, negotiate complications constructively, and seek and offer assistance when required.
The self-reported data by students are collected and analyzed to come up with recommendations to implement SEL within higher education programs by focusing on students’ strengths and assets to indorse constructive personal and academic growth and avoid complications from developing.
3 Results and Discussions
Table 1 shows the student self-perception about their recognition of SEL skills; these data were collected as a pre-implementation step for SEL programs, in which the students answered several questions related to each skill (i.e., each question has a numerical value out of fve); then the average of their answers is taken. The highest values are shown for grit (i.e., the students ability to persist through obstructions to accomplish signifcant long-term goals) and
self-management (i.e., how well students manage their emotions, thoughts, and behaviors in different situations) skills, while the lowest values were obtained for the social awareness (i.e., the students ability to understand the perspective of and sympathize with others) and self-effcacy (i.e., how much students believe they can succeed in achieving academic outcomes) skills. Whereas the average value for growth mindset is 3.5 out of 5 which shows the student’s perceptions of whether they are likely to change those aspects that are fundamental to their performance in study, such as; being talented, like the subjects he is studying, his level of intelligence, put forth a lot of effort and how easily he give up.
SEL is different from other approaches used in the mental health feld, in the principle of dealing with the students’ problems. Mental health approach is a diagnostic methodology, in which it screens for shortages in behavior or emotional problems. Whereas SEL is focusing on strength-points and working on promoting them positively and prevent the negative points from emerging, that leads to develop knowledge, skills, and attitudes of all students, a strength-based method adopts profciencies which train scholars to attain confdent relationships and effective coping mechanisms that assure strong growth and achievement. Moreover, SEL approaches protect against diffculties evolving from pressure and anxiety and can assist students thriving for their future pursuits. Therefore, consultants looking to detect students requiring further support built on emotional or behavioral problems are highly recommended to use tools established explicitly for this purpose.
Figure 2 shows the percentage of each competency based on the students’ self-evaluation, each student shows different levels of ability in each of these components, and moreover, the assessment shows little discrepancy in the results based on gender. The females show excel in social awareness and self-effcacy skills. And insignifcant variation between the two genders in growth mindset, grit, and self-management is shown. This was also needed to evidence the fact that different students would be at different stages of skill in SEL dimensions.
Table 1 Panorama for socialemotional learning report
Fig. 2 Measure of socialemotional learning competencies percent using Panorama surveys based on students self-perception
Such fndings have prompted the development and implementation of SEL programs, which are a type of education-based preventive intervention explicitly designed to foster student’s academic skills by supporting their socialemotional and behavioral development, provide educators with actionable strategies to build students’ SEL skills. In order to construct an inclusive approach which ensures an increase in skills and knowledge, a familiarity in advance with the strengths and weaknesses of each student is required and helps in building a program that more analytically approaches a specifc aptitude or two.
Furthermore, the observed gender-based variations in social awareness and self-effcacy skills prompt a deeper exploration into the factors infuencing these differences. Understanding the roots of such disparities can inform educators and policymakers in designing more targeted interventions to bridge any existing gaps. Additionally, the insignifcance in variations related to growth mindset, grit, and self-management raises questions about the universality of these aspects and warrants a closer examination of the specifc contexts in which these competencies manifest. This nuanced analysis can guide educators in refning SEL programs to better align with the diverse needs and realities of students, ultimately contributing to more effective and equitable educational outcomes. The correlation between self-perception and self-evaluation data highlights the importance of aligning SEL initiatives with students’ perceived strengths and weaknesses. This dual perspective allows for a more targeted and effective implementation of interventions that can further enhance the diverse skills and competencies showcased by students. As educators and policymakers continue to refne SEL programs, a holistic understanding of individual and gender-specifc variations
in SEL dimensions will undoubtedly contribute to the success of these educational initiatives, fostering an inclusive and supportive learning environment for all.
4 Conclusions
SEL competencies are measured using a modifed Panorama international surveys for higher education students of both genders, the students’ self-assessments indicated that implementing SEL skills within the college and education programs is a necessity, in order to lead higher academic performance, long-life learning, and enhanced work achievements. The feld of SEL competency assessment is an emerging area and is growing rapidly, which advocated for a lot of promising researches and developments. However, there is less consistency across frameworks and less clarity about terminology and developing progresses than in more established disciplines. Thus, more researches are recommended to produce more effective and accurate needs-assessment for SEL programs for higher education students. Correct understanding of the weaknesses and strengths of the students’ SEL competencies will help in coming up with more benefcial and resilient SEL educational programs, which further enhance and develop these skills in the academic feld.
References
Bar-On, R., Handley, R., & Fund, S. (2006). The impact of emotional intelligence on performance. In V. U. Druskat, F. Sala, & G. Mount (Eds.), Linking emotional intelligence and performance at work (pp. 3–19).
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2003). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning (SEL) programs Author.
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2012). Effective social and emotional learning programs—Preschool and elementary school edition. Author. Darling-Hammond, L. (2019). What makes social-emotional learning so important? The Education Digest, 84, 4. Durlak, J. A., Schellinger, K. B., Weissberg, R. P., Dymnicki, A. B., & Taylor, R. D. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432.
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., O’Neil, J., Houtz, J., Jones, J. A. I., & Peck, K. (Eds.). (1997). Promoting social and emotional learning: Guidelines for educators. Association for Supervision and Curriculum Development.
Engle, R. W., Tuholski, S. W., Laughlin, J. E., & Conway, A. R. (1999). Working memory, short-term memory, and general fuid intelligence: A latent-variable approach. Journal of Experimental Psychology: General, 128, 309–331.
Forber-Pratt, A., Hanebutt, R., Minotti, B., Cobb, N., & Peagram, K. (2022). Social-emotional learning and motivational interviews with middle school youth with disabilities or at-risk for disability identifcation, education and urban society. 56, https://doi. org/10.1177/00131245221110557.
Gable, P. A., & Harmon-Jones, E. (2010). The blues broaden, but the nasty narrows: Attentional consequences of negative affects low and high in motivational intensity. Psychological Science, 21, 211–215. Gloria, A., & Ho, T. (2003). Environmental, social, and psychological experiences of Asian American undergraduates: Examining issues of academic persistence. Journal of Counseling and Development, 81, 93–105.
Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., & Resnik, H. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474.
Jordan, P. J., & Ashkanasy, N. M. (2006). Emotional intelligence, emotional self-awareness, and team effectiveness. In V. U. Druskat, F. Sala, & G. Mount (Eds.), Linking emotional intelligence and performance at work (pp. 145–163).
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Differentiated Curriculum
and Teaching Practices for Students with Determination in Higher Education, Reforms for Learners with Dyslexia, Dysgraphia, and Dyscalculia in Higher Education System
Hala Abdullah Al-Bukhari
Abstract
The current paper explores and investigates the best possible practices that can ensure and effective, comprehensive and successful inclusive learning and educational experience for students of determination within the higher education in the United Arab Emirates, focused in the Emirate of Dubai thru one university representing the higher education system. The inclusion of students of determination with specifc learning disabilities chiefy with Dyslexia, Dysgraphia, and Dyscalculia in higher education stage is the focus of this study. A qualitative expressive case study method was adopted to represent the experience of students of determination, consequently the perspectives of Faculty Members, Deans, leaders in addition to, administrators of higher education institutes and parent is also investigated in alignment with the purpose of the study. This paper is a proposed insight of an array of possible assistive accommodations primarily consisting of differentiated curriculum implementation, its possibility, challenges, solutions, and perception by all key individuals represented in the participants’ samples of the study, to provide students of determination with Dyslexia, Dysgraphia, and Dyscalculia with the best learning and educational experience on academic, social, and personal directions.
Keywords
Inclusion · Inclusive education · People of determination · DI · Differentiated curriculum · United Arab Emirates · Dubai · Higher education · Learning disabilities · Dyslexia
H. A. Al-Bukhari (*)
College of Education, American University in the Emirates, Dubai, UAE
e-mail: hala.albukhari@aue.ae
1 Introduction
The inclusion of students of determination in higher education institutes and especially in the United Arab Emirates is a notably new perception; therefore, this study examines the situation in which the inclusion of student of determination in higher education stands. The insights of instructors, faculty members, leaders of higher education institutes in addition to both students with typical development and student of determination and their parents are highly needed. This paper proposes the necessity and implementation possibility of differentiated curriculum and differentiated practices to assure an effective learning experience to all students in higher education classrooms.
The vision of the leaders of the United Arab Emirates has led to a vigorous journey within inclusive education, inclusion policies and practices. It has been showcased within the rapid progress illustrated since the early 1980s; inclusive learning and inclusion in main stream schools have thrived great development to promise high advocacy for all categories of learners with learning differences. However, the main focus habituated and still target SEN learners in early education stages, elementary and high school, in which creates a critical need to force investigative in addition to, action-oriented efforts toward higher education stages in cohesion with the government’s vision of creating equal social and educational opportunities to all types of learners ensuring full prospects given to students of determination. The previous in the direction of socially, academically, and culturally build a generation of multi-capable leading persons in the community of the UAE. In context of the gradual progress of inclusion from institutions, special classrooms to full inclusion have nursed a large scope of research but not within higher education and transitional stage that prepares learners for the real world, rather, just in early childhood and school settings.
A. Salman and A. Tharwat (eds.), Informatics for Digital Education, Advances in Science, Technology & Innovation, https://doi.org/10.1007/978-3-031-49393-5_2
As I believe, curriculum is the foundation of the educational experience in both contexts of teaching and learning, curriculum and learning are highly intersected in means of contextualizing goals, instructions, and assessment as they build on their interactive framework. Therefore, it is vital for the curriculum to differentiate in order to effciently state and exhibit the validity, practicality, and inclusiveness of the design, framework, content, and process of the educational experience. Relating to the previously expressed aspect, differentiated curriculum is the examined and suggested improvement to the inclusive educational experience in higher education.
The perspective and reediness of instructors, leaders, and students in higher education institutes are a highly important point to study the prospect of introducing and implementing differentiated curriculum to include students of determination, especially students challenged by Dyslexia, Dysgraphia, and Dyscalculia into an effective and profcient experience that enables full inclusion of those students.
In connection to being a faculty member, special education specialist, and an anthropologist, this study serves a prodigious target on a humanistic, academic, and social level; to add on the experience and to utilize previous professional and academic experiences, in addition to, personal high interest in the ever continuous development and progress within inclusion and inclusive education.
1.1 The
Objectives and Main Research Questions of This Study
The core purpose of the presented study is to explore the best practices that embrace effective and inclusive learning system and experiences for students of determination diagnosed with Dyslexia, Dysgraphia, and/or Dyscalculia in higher education institutes, pertaining university students and differentiated curriculum.
The above-stated objective can be expressed through the attempt to investigate within the following research questions:
1. What are the perceptions of instructors and students of differentiated curriculum?
2. What are the accommodations needed to ensure effectiveness of inclusive education in higher education?
3. Why is the implementation of differentiated curriculum and instructions needed within higher education for students of determination?
4. What are the possibilities of implementing differentiated curriculum within the higher education context?
5. What are the challenges that can be encountered within the process of both planning and implementation of differentiated curriculum?
6. Finally, what are the students, instructors, and leaders’ view on overcoming the challenges of planning and implementing differentiated curriculum within higher education context?
1.2 The Rationale and Justifcation of This Study
Several factors have had the leading trigger to conduct this study, frst of all, the personal background of the researcher on all professional, academic, and personal interests levels, as a special education specialist, with an academic background of learning disabilities and childhood and youth development within special educational needs, in addition to having the passion to heighten the quality of learning and living for the youth of determination this study incorporate a great intensity of interest. Secondly exploring the literature examining inclusive education in the United Arab Emirates, it shows a huge gap and scarce within the area of students inclusion in the higher education system in the UAE and following the lack of literature in differentiated curriculum and practices for inclusive education in higher education in the UAE; this in particular is a momentum that the vision of the AUE leaders is targeting within the next years. The local efforts to develop the educational and learning experience of people of determination are striking a momentum that should be considered and utilized, in a vision to graduate elites and leaders in the community of the United Arab Emirates with no one left behind nature.
2
Literature Review
2.1 The Conceptual Analysis
Special
Education in the UAE and Inclusion in Higher Education in the UAE
As mentioned earlier the United Arab Emirates has displayed a clearly rapid development within inclusive education in relation to its newly established educational system, especially in a regional outlook. Going over the collected works of inclusion in the UAE reveals that inclusive education has started with segregated special education classrooms setting in governmental school originating in 1980 where they were separated from general classrooms in the
same school in context of all curricular and non-curricular activities and led by special teachers. Students of determination, termed as students with disabilities through the 1990s experience an initiated policy of less restrictive learning environment as a following progress, this policy provided resource rooms that students had their supporting class pulled in and out from original classroom of schools with interaction and inclusion within non-curricular activities and partial inclusion in academic activities (subject classes) based on the nature of the student’s need and abilities in addition to the school’s accommodations.
In response to the country’s progress, the UAE has fortifed all the possible privileges presented to SEN students by means of authorizing and commending the Federal Law No. (29) 2006, “the law, protects the rights of people with special needs and guarantees them the right to live with dignity.” Law No. (2) of 2014 “to protect the rights of persons with disabilities in the emirate of Dubai” was issued by HH Sheikh Mohammed Bin Rashid Al Maktoum, Vice-President and Prime Minister of the UAE. In March 2014, the mentioned issued law assures and reinforces the Federal Law No. (29) for 2006 in relation to the constitutional rights of persons with disabilities, and strengthens the responsiveness set by the emirate of Dubai to persons with special educational needs and disabilities emphasizing their fundamental function as a part of the society to develop and build the future of the country. In alignment of this paper’s purpose in is important to mention the Law No. (2) of 2014 that targets to deliver high-quality social services, boost public awareness, and contribute to integrating persons with disabilities into society and reaffrm their participation in social development. In aiming to secure the goals of aforementioned federal laws and the vision of Dubai 2020 to become an accessible and disabled-friendly city, the accessibility to higher education institutes (universities, colleges, and academies) should be studied, planned, and facilitated as I believe.
Differentiated Curriculum and Students with Determination
Differentiated curriculum in inclusion is a relatively newly adopted trend that calls for a fexible construction of a curriculum. Stated by Koh et al. (2014) researchers have stressed the pivotal role of school leaders and teachers that allow for experimentation in curriculum and teaching. Therefore, this paper examines the foresight of faculty members (teachers) and leaders of a higher education institute. Differentiated curriculum can be pointed out as an innovation as pointed out that curriculum innovation has also been viewed as process-based intervention (Mourshed et al., 2010) scaffolding the notion of that differentiated curriculum is an intervention process to up level the learning and teaching experience of students of determination. Simpkins et al. (2009) stated that, tutoring
with materials differing in level of diffculty resulted in higher production, Mittler (2000) highlighted the need for a further broad examination of inclusion as he called for a reform in curriculum and organization, rather than just providing accessibility for students with special educational needs.
The identifcation of differentiated curriculum in reviewed literature showcased that it is primarily and signifcantly steered toward gifted students (Kaplan & Cornell, 2005). Differentiated curriculum is defned as modifcations to the core curriculum in content, process, and products that are designed to meet the defned goals of gifted learners. However, this study investigates the possibility of implementing the concepts of differentiated curriculum within inclusive settings for students of determination with specifc learning disabilities. It is clear that adopting fexible and interactive content followed by fexible and differentiated instructions is highly benefcial for the achievement and learning effectiveness of students with determination, highlighted by Steinmeyer (2011). Using differentiated instruction, these students are taught at their ability level. Rather than having to participate in a general classroom that may continue to teach with the one size fts all. Carrying on Steinmeyer (2011) expressed that differentiated curriculum and practice in general classrooms may enhance the educational, academic, and socio-cultural experiences and performance of students with SEN in addition to, typically developed students and would allow elevated nature of awareness and acceptance. Ramos and Fletcher (1999) have clearly highlighted the notion that “meeting the challenge of the educational integration of students with disabilities begins with the development of a broad-based and fexible curriculum that is sensitive to the special educational needs of all students” which I highly agree with as it is the core concept of differentiated curriculum.
Specifc Learning Disabilities (LD)
Ahearn (2009) has stated “Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 and the IDEA regulations issued in 2006 revised the requirements for identifying students under the category of specifc learning disabilities (SLD).” As identifed and listed by IDEA, there are 13 types of learning disabilities eligible for intervention and inclusive education by state regulations adopted by the IDEA regulations that are stated and revisited on regular basis by IDEA, those types include Dyslexia, Dysgraphia, and Dyscalculia that this paper is going to shed light on for this study research purpose as learning disabilities.
Adlof and Hogan (2018) stated the common perspective of Dyslexia as commonly defned by “diffculties with word reading, decoding, and spelling as evidenced by low
accuracy and/or fuency on standardized assessments”; they also marked that, “Children with dyslexia often have language defcits outside the phonological domain.” The main problem with students with dyslexia is not comprehension, it is a decoding problem (Shaywitz, 1998). Learners with Dyslexia are experience diffculties in reading and decoding words, organizing words and also linking meaning and interpreting meaningful contexts of written texts; “dyslexia is defned as a diffculty with word level reading and spelling skills, which are in turn caused by phonological defcits. However, being a good reader involves more than only reading the words on a page” (Adlof & Hogan, 2018), as I believe therefore, instructors (FM) need to accommodate students with Dyslexia with strategic in addition to logistic support, including some but not fully listing, such as, providing students with extra time, giving visually aided texts containing mind maps, pictures and different font size and properties used.
Chung and Patel (2015) have defned Dysgraphia as “a learning disorder in which the individual’s writing skills are below the level expected for his or her age and cognitive level” writing is another skill needed for students for their academic achievement and the effciency of their learning process, however, students with learning disabilities marked by Dysgraphia lack the required ability of writing skills showcased in their abilities to organize thoughts, writing texts and making of meaningful full sentences and textual production. Therefore, further accommodations using differentiated curriculum, differentiated instructions, and the utilization of assistive technology by instructors (FM) are also required to meet the needs of students of determination with this type of LD. Wojcik et al. (2004) have stated that “technology development and related societal changes, the standard-based reform movement, and legal mandates are propelling changes in the way we view the knowledge and practices teachers must have about technology on existing higher education.” Utilizing technology lies within the use of different receptive channels, as stated by Azimi and Mousavipour (2014), “rationale of the effectiveness of multimedia software lies in the fact that utmost use of information can be made when it enters the memory through auditory or visual channels.”
Consequently, in overviewing a concentration of specifc learning disabilities for the purpose of this paper, according to DSM-V (2013 cited in Trott, 2014), Dyscalculia is defned as a display of diffculties experienced by students in means of geometric and number-related information processing diffculties, understanding measures and amounts, arithmetical codes, and/or simple mathematical maneuvers in which they are not connected to students cognitive abilities, social, cultural status, and age. In order to help students of determination with Dyscalculia, Trott (2018) has stated that “Good quality one-on-one support should place
the student at the heart of the process and adopt a systematic approach. The focus should be on the mathematical or statistical elements needed for the chosen course of study and the sessions should look to increase confdence and reduce mathematics anxiety.”
2.2 The Theoretical Framework
The Constructivist Theory—Constructivism
“College classrooms teaching practices grounded in the constructivist educational theory and border pedagogy may not only meet the challenges presented by diversity in the classroom, but may actually contribute to diversity as a resource for learning in college classrooms” (Fiume, 2005). Understanding inclusion, we ascertain a humanistic aspect that allow everyone including students of determination to have access to, not just equal academic and educational opportunities, but also, social, cultural, and personal privileges; it supports students of determination to reach the height of self-worthiness in addition to, making the collegiate environment a more comprehensive and interactive setting with exalted level of awareness, collaboration and social in addition to educational experiences. “It allows not to have them and us but we become all us” as elaborated by the Dean of College of Education in a Dubai university.
Vygotsky (1978), the forefather of the contemporary educational constructivist theory, relies on that students construct better learning and acquaintance by interacting with their social and cultural environments including all collaborating individuals in their academic, and cultural society; this highly associates with students of determination as per the researcher’s professional and academic experience in addition to reviewed past studies.
Relating to learners of determination with specifc learning disabilities, such as Dyslexia, Dysgraphia, and Dyscalculia in constructivism and socially functioned learning practices stated by Fiume (2005) “constructivist educational theory posits the ability to know and learn as inherent human qualities” adding to that, he highlights that it is a progressive development of knowledge formatting, creation and recreation of the student’s educational practice and understanding (Fiume, 2005).
Differentiated Curriculum
As mentioned earlier, differentiated curriculum is a method of creating a suite all educational experience, that consist of the design of a fexible curricular content, instructions tools of delivery, practices and assessment. As a subdivision of an experimental research conducted, Marshak and Lesley University (1994) clearly stated as a part of the results of
their study, that students with specifc learning disabilities experiencing learning through differentiated curriculum methods and instructions outstood the performance of the group of students with specifc learning disabilities that did not experience instructions through differentiated curriculum rather, in a customary method.
As per Tomlinson (2010 cited in Thornton, 2012) “the teacher modifes the content as a response to address the student individual learning styles and creates a classroom where everyone can be successful despite a variance in reading levels.”
Equally, the constructivism and differentiated curriculum ideologies and concepts should be put into practice to assure inclusive educational experience for students of determination in higher education institutes; therefore, the development of this paper selected them as the cornerstones for its investigating course and theoretical understanding.
2.3 Review of Related Literature to This Study
In the direction of the inclusion of students of determination in higher education institutes, looking at students with specifc learning disabilities, various studies examining the potentials, needs to be met, and methods were steered across the preceding decade internationally. Rai and Tiwari (2017) have highlighted the need of examining inclusion in higher education systems stating that “After provision of secondary level education the next step would be to ensure inclusive education at higher level in which university has an important role to play. But no signifcant initiatives have been taken to include student with special needs at university level.” Moreover, it has been indicated within different reviews that the amount of learners of determination enrolling in higher education institutes is growing (Kendall, 2016).
It is visible that, there is still a visible gap of researches and investigations in regard to the inclusion of students of determination especially those with specifc learning disabilities in higher education institutes, in addition to differentiated curriculum and instructions provided to ensure effective and successful inclusive higher education learning experiences and practices in the United Arab Emirates and the Region of the GCC in general.
3 The Methodology of This Study
The paper of this study followed the method of qualitative study, in addition to the take on of the constructivist model to accumulate, evaluate, and analyze data. The choice of qualitative research method was targeted due to that it is the most popular and most effcient method within the feld of educational research, in which it ethnologically examines
the actuality of the situation and profoundly interprets and compares fndings. Adding to that, thru the understanding of the nature of inclusion and special educational needs, it is visible that it is a highly humanistic, social, and cultural aspect that takes account of all key angles and individuals involved, as well as, highly interacting with the regulations and practices of SEN in a society. The previous notion lays the importance of adopting the constructivist model aimed at a socio-cultural individual and realistic view to the theoretical setting and approach to this paper of study.
3.1 The Research Approach to the Study
To investigate in the best provided practices for students of determination in higher education institutes in the United Arab Emirates especially those practices provided to students with Dyslexia, Dysgraphia, and Dyscalculia, a qualitative case study method was carried on to in-depth scrutinize the experience, needs and opportunities given to students of determination in a higher education institutes. Yazan (2015) has described the methodology of case study as the foremost utilized scheme in education feld qualitative studies. Moreover, Yazan (2015) attempts to defne the case study methodology stating that it is “case study is an empirical inquiry that investigates the case or cases conforming to the abovementioned defnition by addressing the ‘how’ or ‘why’ questions concerning the phenomenon of interest. He fnds it particularly instrumental for program evaluation.”
An approach of focused one-to-one interviews was adopted and carried on to fully perceive, the perspectives, experiences, notions, and requirements of all involved individuals arrayed by students of SEN, typically developed students, parents, faculty members, admins, and leaders.
The researcher conducted the study in her workplace, where the researcher work as a faculty member in the college of education and an academic administrator, to best evaluate in depth and in connection to personal experience with the case, the participants, and the environment in addition to, the practicality of the access process and time consumption required. A consent for the case class observation was not needed as it was carried on within the classes of the researcher as the faculty member teaching; however, a verbal consent was provided by the administration representative for the validity of the research. Additionally, informed written consents were collected by the researcher for the observation and data gathering of the case in study for research purposes from the student participating and her mother. As for the focused one-to-one interviews, further informed written consents were collected from all participating interviewed members in the focused one-to-one interviews conducted in purpose of the study including 18
participants consisting of faculty members directly involved in classrooms having students of determination especially students with Dyslexia, Dysgraphia, and Dyscalculia; students, the mother of the student involved in the case study, parents of students, admins, a registrar, the University’s Director of Counseling and Disability Department, and one of the leaders of the institute.
Considering the sensitive nature and time frame of the study, and the examiner’s attempt to eliminate bias as much as possible for the validity of the study, an empirical research was applied rather than a participatory action research. It is believed by the researcher that this approach was best to grasp a practical, informative no action required study to investigate the proposed issue of differentiated curriculum and practices, to in-depth inspect the individuals’ perceptions and possibility of implementation.
3.2 Data Collection
In view of the inclusion of students of determination with specifc learning disabilities in higher education, as a comparatively raw area of study in the UAE with a vision of empowerment however, no formal regulations and practices are yet to take place; the researcher is collecting data utilizing the methodology of a single case study of a student of determination in a regular university classroom of general education course. In addition to exploring the perceptions and readiness of key individuals in the involved institute (University) of the best practices to develop the experience and outcomes of the inclusion of students with specifc learning disabilities in universities classrooms.
The site is a learning class for university students within a general education course including a female students enrolled in the bachelor program of Arts in Media and Mass Communication—Integrated Marketing Communication with Dyslexia, Dysgraphia, and Dyscalculia in her frst year of higher education. The study participants and samples are frstly, the student with learning disabilities, in addition to key individuals consisting of: the mother of the student of determination participating in the case study, instructors (FM), college deans (college of education and college of media mass communication), registrars, one member of the team of student affairs, and the Director of Counseling and Disability in the university.
Following a methodical, and a unifed procedures, the researcher assured the enclosure of the participants through written informed consents, reinforcing a comprehensive description of the study objectives, details, intents and instruments, and verbal consents from the administration of the university.
Accordingly, the study conducted semi-structured interviews with the study participants, permitting the effortless
and genuine communication of concepts and viewpoints, doubts, desires, and personal experiences that are both ongoing and past ones, in addition to in class three weeks observations of class activities, interactions, presentations, command of delivered information, in addition to, assessment in regards to the case study; the above-illustrated notions served as comprehensive tools of interpreting and analyzing explanations and responses by participants.
Sample of case study: a female of 20 years old attended an international inclusive high school adopting a regular percentage system in the UAE. After being diagnosed by a specialist in a medical center in the UAE with Dyslexia, Dysgraphia, and Dyscalculia, she had joined the SEND Department in the same school. She is very determined, enjoying high self-esteem, and aware of her challenges, she does have challenges in relation to some social and cultural diffculties. The student is attending her frst year in higher education institute (university) enrolled in college of Media and Mass Communication with a CGPA of 2.57 and a GPA of 3.17.
3.3 Data Analysis and Breakdown
The collected data by in-classroom and outside classroom observation utilizing a continuous notes based checklist, focused on discerning class activities, and social interactions. By means of constructivism and differentiated curriculum concepts, connecting to the student involved in the case study; the data gathered via the student’s observation, commentaries revision of both her medical report and a given assessment, as well as interviews with the student, her mother, one classmate and instructor’s (FM) alongside to administrative individuals showcased the following themes: (A) the crucial requirement of implementing assistive curricular and social changes; (B) student’s challenges that have to be met in classroom appearing in perceiving and reproducing received information and knowledge; (C) social and cultural encounters of the student with both her instructors, that was expressed by both the instructors and the students herself, relating to the level of awareness of interaction, communication, and accommodation, however, not relating to welcoming the student; (D) fouts related to obligatory classwork and assessments; (E) the delivery of the content of courses and its quantity in addition to the lack of properly administrated assessment procedures; (F) administrative disregards that are linked to the acknowledgment of the student’s case and lack of proper communication with key individuals expressing the students’ different abilities and needs; (G) the student’s willingness to both achieve in all higher education rudiments and awareness of her capabilities and shortfalls; and (H) fnally, the student’s
enthusiasm to support and to create better learning experience to students of determination in the university, which showcased elevated self-esteem and trust in her abilities.
4 Discussion of Gathered and Analyzed Data, Responding to Research Questions
As a leading point the perception of higher education inclusion was discussed with key individuals, showing that it is the natural right and pathway for all students whether of determination or not.
The participating student expressed no scarce of welcoming by instructors but a lack of understanding, communication, and proper interaction was expressed in some situations.
Quoting one of the leaders of the institute he stated: “inclusion can generally build a beneft for the student by not separating student and by keeping students together in level of emotional, educational and social skills ability to process whatever that the disabilities are, because at the end that so in life to make the people united in different concepts fnding a way to including people to social life, it’s so important I think the idea is totally valuable it’s worth research.”
Following that, the perspectives of students, instructors (FM), and leaders were examined in relation to questioning the need of and the possibilities to implementing differentiated curriculum and instructions in a higher education classroom, which in turn pointed their enthusiasm and agreement with the aspect and its wholesome benefciary if all needs and challenges were to be met.
Instructor’s response 1: “Differentiated curriculum can and should be practiced, but we have to be fully informed and trained about the organization and application methods.”
Instructor’s response 2: “I would say, give them extra support by changing the method of normal way to teach with extra attention by being fexible but not easy in the content of curriculum and instructions and by making a group work to make them more confdent together.”
Therefore, all challenges linked to the aspect of applicable planning and implementation of differentiated curriculum and instructions were laid and conversed with key individuals to highlight them and suggest ways to overcome and secure the procedure, in most responses of participants, key challenges revolved around training and preparation of instructors to deal with students of determination, understand their abilities and to be trained to be able to identify them and their abilities especially with the lack
of information received from administration. Additionally, administrative and communication-based weaknesses were pin-pointed and discussed, the need of unifed automated communication method of informing instructors of students of determination, and their abilities was expressed by the parent interviewed, while the challenge of the lack of communication was expressed by instructors.
Through the observation of the student, she showcased better performance when class activities were varied and utilized more visual aid. The students performed according to her abilities within written assessments and showed good expression of information when it was delivered in fexible amounts and methods.
5 Limitation to the Study
This study was not free of limitations; the limitations affecting the procedure and outcomes of this study are laid within the examination of a limited sample of one case, studied in details in which it represents a much larger scheme of population, which may be not entirely effcient for generalization and broad analysis and conclusions. Additionally, the time frame of conducting this study was situated within the period of fnal three weeks and fnal exams of the academic year which created a challenge to the researcher in comprehensively conducting observations on a full academic semester fashion and highly affected the ease of gaining access to different institutes in which resulted in conducting the study in one higher education institute (university) in the Emirate of Dubai to represent nearly eighty-one higher education institutes in the Emirate of Dubai in the higher education system of the UAE. The conduct of the study in the researcher’s workplace and classroom can be not an ideal situation, but given the previous circumstances it was the best option available for the study to carry on with great efforts of eliminating bias and providing validation practiced. Finally, the time limitation of the led research has controlled the ability of piloting the study and examinations.
6 Conclusion and Recommendations
This presented paper is a case study-based research involving a student with Dyslexia, Dysgraphia, and Dyscalculia in a higher education institute. In which thru the case study and conducted semi-structured interview with all key individuals it investigated the perspectives, challenges, and desires of all involved participants including the student to assure a further effective, comprehensive, and successful learning and educational experience within higher education stage, for students of determination in a fully inclusive setting.
Following the earlier assertion, investigating within the notion of inclusion of students of determination with specifc learning disabilities it is evident that this aspect is highly sensitive and in need of further discussion, presenting and ensuring higher awareness in addition to the need of applicable planning of more effcient practices.
As the study proposes the adaptation and employment of differentiated curriculum and instructions to secure better inclusion, practice, and performance for students of determination in higher education institutes. I believe it is of great value to study and practically examine the possibilities of implementation to further develop and heighten the higher educational system in the UAE in relation to the local, and governmental vision of full inclusion educationally, and socially and utilization of capabilities, competencies, and added value of all students in the Emirati society. This is as I see benefcial and productive on various economic, social, cultural, and academic junctures.
Furthermore, this study serves as a trigger to conduct needed research and studies within the inclusion of people of determination in higher stages that follow elementary school, childhood, and docents stages to further shed the light on the youth of the country and emphasize on their productive added value and their daily living experiences in higher education stages, which will aid in closing the highlighted literature and study gap; this is also, vital for sealing the earlier presented scarcity of studies in the country and the region.
As both as anthropologist and an educator, this qualitative study provided in-depth analysis and an eye-opener discussion; however, further qualitative and quantitative studies can highly be recommended for further investigation
on the advantages the differentiated curriculum can bestow on inclusive higher education system and especially the development of best practices for students of determination in higher education academic and social achievements, in which it promotes the human, educational, societal, and cultural aspects of the society.
The Terminologies and Acronyms of the Research
UAE United Arab Emirates
FM Faculty Members—in universities
LD Learning Disabilities
Dyslexia a learning disorder that includes exertion in reading, recognizing dialog sounds and the awareness their relation to letters and words, in addition to making meaningful interpretation of written texts
Dysgraphia a learning disorder that affects handwriting, script writing, and fne motor skills, it effects word spelling, dictation, word arrangement, and overall ability to put thoughts on a written text/paper
ADHD Attention Defcit Hyperactivity Disorder
Inclusion a model in which students of determination employ their time utmost or entirely in general education settings
SEN Special Educational Needs
SEND Special Educational Needs and Disabilities
IDEA Individuals with Disabilities Education Act
Appendix 1: Open-Continuous Observation Checklist
Observed interaction (in classroom)
Comprehensively receiving oral information
Week 1 April 28th and April 30th 2019
Week 2 May 5th and May 7th 2019
Week of fnal exams May 18th 2019
Observed Observed Observed
Comprehensively receiving written information Observed Observed Observed
Expressing information in writing Observed Observed Observed
Participation in reading report activities Observed Observed N/A
Participation in class discussion Observed Observed N/A
Participation in class game based activities Observed Observed N/A
Participation in class general informative activities Observed Observed N/A
Participation and performance in fnal project writing N/A Observed N/A
Participation and performance in fnal project presentation N/A Observed N/A
Student total progress and gaining of learning outcomes
Observed Observed Observed
Final exam performance N/A N/A Observed
Notes and comments
Student positively administered comprehension of orally given information and, was able to discuss, participate in class discussions and give concrete examples
Student did not show positive administer comprehension of written information and, was partially or not able to discuss, participate in class discussions and tasks without oral explanation
Student showed weakness in organizing thoughts on paper, expressing ideas was weaker in writing than oral expression, and used her own technique in writing multiple colored pens, very large text size, spacing and word organization was very frail
Student had great diffculty in solely reading texts and reticles. Needed assistance and or reading was administrated with a classmate to discuss rather than fully read as her classmate read the text she would interpret it and discuss
Students was successful in class discussion participation and had good oral communication of thoughts and ideas
Students was successful in class game based differentiated instructions activities participated actively and had good oral communication of thoughts and ideas
Participation elevated if activities was supported by further oral explanation by the instructor or classmates and showed less participation in reading and writing based activities
Student relied on classmates of her fnal project group in writing the project however she was responsible of making their mind map and brain storm discussion
Student communicated and presented her part in the fnal project in a successful oral fashion
Students progressed in a satisfactory scale with given delivery, content practice and instructions accommodation in that particular course
Student needed the instructor to be with her for one hour out of the three hours given in the fnal exam to orally explain al written instructions and questions, she had diffculty in reading the article provided so the instructor read the article for her then she had good understanding and response to it. The student did not like and did not agree with segregating her from the general exam hall to a special accommodation hall were all students of determination had their exams, saying that she could have taken the exam with her friends but with more time and having the instructor available in the hall
Student interaction in group work Observed Observed N/A
Student interaction with classmates Observed Observed Observed
Student interaction with instructor Observed Observed Observed
Student showed active participation especially in group discussion, and oral presentation
Student had close and affective social interaction with classmates and received a lot of support by some of her classmates
Student had good social, and academic interaction with the instructor, always asked for assistance and checked for level of performance and progress. She also asked the instructor several times of how she could perform and progress better
Appendix 2: Semi Structured Interviews
Participant Questions
Instructors (FM), 8 participants
Leaders and admins, 4 participants
Students, 2 participants
Parents, 1 participant
• What do you think of inclusion in the university system?
• Is inclusion in the university properly managed and planned?
• What are the challenges faced by the inclusion of students of determination?
• What are the benefts of the inclusion of students of determination?
• What do you think of the concept of differentiated curriculum? Do you think it is needed and applicable?
• Do you think that the application of differentiated curriculum and instructions benefcial for students of determination?
• Would you be able to/wanting to implement differentiated curriculum and instructions in classrooms?
• How can you make the learning experience of students of determination better and more affective?
• What could be the challenges of the instructors, students and administrators in the process of planning implementing differentiated curriculum?
• What are the possible mechanisms and solutions to overcome and meet those challenges and needs?
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Distance Learning and Online Learning: A Preferred Approach to Higher Education
Hesham Magd and Benson Ruzive
Abstract
Higher education is pivotal not only for economic progress and prosperity, but also for individual propensity to self-actualization. The normal route used in education is face-to-face learning, but some circumstances may force people to adapt to distance learning to achieve their goals. This study has sought to distinguish distance education from formal education, identify models applicable to distance education, ascertain the benefts of distance education, and identify suitable technology for distance education. A cross-sectional literature review was carried out using search engines such as Masader, Google Scholar, and ResearchGate. The literature revealed that distance education has been practiced for several decades and recent developments such as stiff competition, globalization, technology, and natural disasters have left institutions with no choice but to adopt distance education as part of its curriculum. Some of the models identifed were individual correspondence, group correspondence, and parallel learning. The authors recommend that institutions embark on a needs-based assessment, to establish target markets and identify appropriate technologies suitable for their chosen distance education models.
Keywords
Distance education · Education models · Technologies for distance education
H. Magd (*)
Associate Dean for Quality Assurance and Accreditation, and Faculty of Business and Economics Head, Modern College of Business and Science (MCBS), Muscat, Oman
e-mail: Hesham.Magd@mcbs.edu.om
B. Ruzive
School of Management, IT and Governance, University of KwaZulu-Natal, Pietermaritzburg, South Africa
e-mail: Benson.Ruzive@mcbs.edu.om
1 Introduction
Higher education refers to a set-up where learners enroll at any university, college, or a training institution in a country, offering the highest level of professional course training and development. These institutions can either be state owned or privately owned, with the main objective being to fll a gap in certain identifed skills, previously identifed through formal funded or non-funded research. A formal board is appointed usually by the head of state or through a formalized commission, regulates the functions of these institutions to ensure that there is equity between privately owned and state-owned institutions, as well as implementing quality control. The main objective of these institutions should be offering life skills to learners and not merely qualifcations and proft. It must be understood that the reason why most people have a desire to pursue higher education is because they value education as a major component of their life survival skills, and not because they have the inner drive to enjoy learning—except for a few (Murphy & Zhiri, 1992).
Distance education has been defned as an educational approach where an absent physical being is given a time and place through which they may gain access to teaching materials in varying degrees—of face-to-face learning, media access as well as print and broadcasting (Perraton, 1982). This defnition reveals that distance education has always been available, and the channels of access have evolved over time—with signs of technology being in existence as far back as four decades ago, when it was referred to as broadcast. This was an approach in which a national broadcasting service would provide slots for radio lessons on specifc days and times of the week for different levels in education. The major drawback of this approach was that the presenter would be somewhere in the broadcasting studio on a sponsored time slot, there was no opportunity for questions to come from the learners. It was a one-way fow and the teacher would assume that all learners would have
A. Salman and A. Tharwat (eds.), Informatics for Digital Education, Advances in Science, Technology & Innovation, https://doi.org/10.1007/978-3-031-49393-5_3
completed tasks assigned during that lesson, with the most ineffectual part of the broadcast model being the lack of follow up to ensure that necessary tasks were completed.
Another distance learning approach would include a situation where learners had to pick printed learning materials from recognized accredited distance learning institutions and complete assignments, which must be submitted by specifc dates. As early as the 1960s, governments of countries such as Botswana, Kenya, Malawi, and Zambia decided to use distance education for teacher training programs as well as secondary education. Murphy and Zhiri (1992) affrms this development by reiterating that distance education programs have always been used especially in many developing countries where, as a result of limited resources, such as manpower and infrastructure, the approach was the most viable option around the 1990s.
In Africa, salvation of the continent’s illiteracy rate came in the form of distance education—as it would combine radio and correspondence techniques (Perraton, 1982). However, the greatest challenge facing the continent then was how to design a system or learning model that both meets the individual country’s priorities while also maximizing learning in a cost-effective manner, using available resources (World Bank, 1988). The reality in many countries was that the perception given to those who undertook this less formal avenue to education was that it was regarded as a second-rate education, even though it provided a second chance—mostly to dropouts and those who were pushed out of mainstream learning in some cases. Yet, distance education can and should be used as a more effcient and cost-effective method of education.
2 Literature Review
The biggest challenge that distance education has ever faced is gaining parity of esteem with the formal education system, in both the eyes of technocrats and the public at large (Murphy & Zhiri, 1992). Compounded to that, effective strategies must be designed and properly implemented in order to improve the quality of distance teaching, bearing in mind that the learner will be accessing the learning material in their own time with no-one to ask for clarifcation. Even if there is a clear approach to seeking clarifcation, the challenge remains that no immediate feedback is offered to the learner.
2.1 Models of Learning
Three basic models of learning have been suggested (Hunover Research, 2011; Leontyeva, 2018) and they are shown in Fig. 1.
2.2 Distance Education Models
It is important to frst identify the models which have been used in distance education and ascertain whether there has been any transition over the last few decades. Distance education should strive to address the problems of quantity (that is, how many learners are to be enrolled in a certain program per a given period) and quality (that is, how much to teach or the content) of each subject. Failure to address these pertinent issues will compromise the goals of distance education provisions. Three models have been suggested (Gunawardena & McIsaac, 2004; Murphy & Zhiri, 1992; Skylar, 2005) namely individual correspondence, group correspondence, and parallel learning offered alongside the conventional approaches.
2.2.1
Individual Correspondence
Learners who are prepared to be educated from home may use this approach and the decision can be reached on an individual basis, with feedback from the tutor directed at that individual alone. This approach has had a long history and is considered inglorious because failures and successes are mourned as well as celebrated individually. In Africa, this approach was mainly used by the British and South African Correspondence colleges in most of the colonial countries occupied by Britain. That was a noble way of making education reach the furthest parts of the world at a faster rate before the new governments, through ministries of education, moved in through universities (Murphy & Zhiri, 1992). What makes this approach inglorious is that learners get less or no attention at all from service providers as they will be learning purely from home. In Africa, it was discovered that < 5% of those who initially enrolled sat for the fnal examinations, after 5 years of studying, three quarters of the initial enrollment fgures had completely withdrawn from studying (Curran & Murphy, 1989; Hilpe & Flemming, 2002). This model demands self-directed learning, individual motivation, access to library resources, experimental learning, and support from family members as well as friends in a similar learning environment for it to succeed.
2.2.2 Group Correspondence
The challenges of the frst model gave rise to the second approach, with the difference being that the number of participants (learners) had grown. Therefore, it became ideal to set up group correspondence study centers. Group correspondence is an approach which has been used to offer education to mature learners, usually at masters and doctorate levels because those students have something already motivating them, such as a job promotion or attainment of specifc qualifcation (self-actualization). In Malawi and Zambia, these study centers were developed with much
Model 1
•The alloca on of distance learning in separately func oning department or center where it is possible to include all typesofac vi es: administra on,ITsupport,development and produc onofeduca onal materials. this system cancooperatewith exis ng systemsor be integrated only with registra onand enrollment informa on.The modal is used in more rare cases, as themixed typesoflearning are used forstudentsinthe universi es which reducethe gapbetween distance and full- me educa on
Model 2
• Alterna vely, theuniversitymay prefer distance learning to the full- me andmakeit an integral part of itscoreac vity,ensuringthe involvementof all facul esina certainway this approach will avoidduplica on of administra veand othersystems.However, such an organisa on-wideapproachcan lead to dilu onoffunds allocated for thedevelopment of innova onand to theabsence of the crea onof whole programs or to a limited impact on the ins tu onasa whole. although this approach canbenefitstudentsinthe field, giving them theflexibilityoflearning in some modules but anybroader goalsofdistance educa on are notachievable outside the ins tu on
Model 3
•Someuniversi es usethe department to implementand manage thedevelopmentof distance learning,while retaining management at thefacul es. This enablesthe taeching staff to focusoncrea nglearning materials without theneedtoprovide input data and links betweenthe departments. Thus,thismodel showsthatinnova ve achievements and prac ces areimplemented on acentralised basisand aredistributed on alargerscale.The trendofthismodelistoensurethatentusiasts andleaders of thetrainingregimeare always presentatthe collec veatall levels
more modest resources than those of the conventional faceto-face traditional classrooms (World Bank, 1988), in addition to radio support for correspondence courses. Study center supervisors have a mandate to assist learners as they use course materials (Wolff & Futagami, 1982). Physical attendance is usually carried out once per semester over a period of three to four continuous months. During that period learners may be overwhelmed with the volume of work in the form of class attendance and assignments, but assignments are usually submitted a month after delivery, directly to the facilitator/teacher.
2.2.3
Parallel Method
The parallel method of distance learning has been introduced in several universities in Africa such as the University of Lusaka in Zambia, a private university. This model has been used for undergraduate programs—the difference from the conventional approach being that students attend classes in the evening for two hours. The challenge for these students is that they spend less time at college or universities than the conventional learners which means they have less exposure to institutional resources such as libraries, the administration department (responsible for addressing their individual queries), and program facilitators. Time is in short supply for this group of learners because during the day they will usually be at work and
every evening they must attend lessons, putting them under increased pressure as opposed to group correspondence. These learners take the same examinations as the conventional groups since resources are considered to be the same, that is the semester period will be equal, the facilitator/ teacher is the same (Fig. 2).
2.3 The Benefts of Distance Learning
The World Bank as cited (Murphy & Zhiri, 1992) suggested the following as advantages of distance education.
2.3.1
Economies of Scale
Distance education is offered to many learners at a convenient time for them, thereby reducing the usual costs associated with running a traditional formal education system. For instance, the number of printed materials nowadays has been greatly reduced to make use of online teaching and learning management facilities such as YouTube, e-mail, Microsoft Teams, and ZOOM. The costs of delivering teaching and learning material over these platforms are far less than running a formal education system. In addition, if learners come to face-to-face learning for a specifc timeframe and spend most of the learning hours by themselves indirect costs such as fuel, accommodation, and food will
Fig. 1 Models of learning. Source Leontyeva (2018)
Individual Correspondence
•Suitable for individuals
•Requires self-directed learning
•Learning at own pace
•Less a en on from facilitator
•Less popular with technocrats and public at large
•An inglorious approach as celebra ons and failures are faced individually
•Suitable for post graduate learners
•Ideal for groups with similar needs/program designs
•Less me for phyiscal contact with facilitator and ins tu onal resources
•Can run for three to four consec ve weeks
Group Correspondence
•The mo va on for learners is usually promo on at work or self -actualisa on
•Learners a end classes in the evening only
•Learners have limited access to ins tu onal resources
•Usually suitable for the working class learners
•Learners are over-whelmed with tasks as they have to a end to work and classes during the same period
Parallel Approach
•Runs over the same semester period with conven onal classes
•Learners take the same examina on with the conven onal learners
be reduced, and the money can be invested by these individuals elsewhere.
2.3.2 Flexibility
It cannot be over-emphasized that fexibility is one of the greatest benefts offered by distance education in that learners get access to teaching materials at their own time and pace, when it is convenient for them. Learners can always refer to materials availed to them for distance education. The advent of technology such as cloud storage makes it fexible for a learner to save their work anywhere and have it be accessible anytime, anywhere. This is an advantage over carrying books, fash drives, and other gadgets—which if they get lost or stolen, will not be recovered.
2.3.3
Educated People Are Better Consumer
The World Bank advocates that educated people are better consumers, if they have made a choice by themselves to embark on distance education, as is the usual target market for distance education. Unlike those in formal education systems, where a learner would have been taken through the process by a formally prescribed route, those in distance education value time and other resources available, knowing full well that they do not want to miss the opportunity.
2.3.4
Ability to Absorb Teaching Material and Content
Distance education enables learners to absorb content at their own rate. For instance, it might take a learner three hours to complete learning material which under the formal education system would be delivered in a space of
two hours. There are several factors in the formal systems to force completion of tasks within prescribed timeframes such as sharing of classes and students joining other subjects as soon as they complete one. Yet, for distance education, materials can be made available at once and it will be the learner’s initiative to craft a self-directed learning plan.
2.3.5
Keeps Adults Abreast of Technology
Technology has been changing rapidly, not only in the education sector but also in all other spheres of the economy. As such, distance education makes it possible for adults to upgrade their knowledge bases on a regular basis. For example, in industry and machinery, technology which was available a decade ago is becoming obsolete thereby demanding users to learn new technologies.
2.4 Distance Education Technologies
See Table 1
3 Discussion and Conclusion
This study adopted desk research as a methodology to distinguish distance learning from face-to-face learning in the higher and tertiary education sector as the major objective. Other objectives included identifying models applicable for distance education, fnding the benefts of distance education, and establishing the technologies ideal for distance
Fig. 2 Models of distance learning
Table 1 Summary of main distance education technologies
Technology Advantages
Print
Voicemail
Audio fles/CD
E-mail
Online chat
Web-based education
Videotape/DVD
Satellite videoconference
Internet videoconference
Cable/broadcast television
• Material inexpensive
• Portable
• High comfort level
• Readily available
• Low cost
• Easy to use
• Increases interactions
• Inexpensive
• Easy to set-up
• Flexible
• Interactive
• Convenient
• Real-time
• Instant feedback
• May incorporate multi-media
• Worldwide access
• Interactive
• Inexpensive
• Easily accessible
• Easily duplicated
• Audio and visual elements
• High realism
• Maybe interactive
• High realism
• Maybe interactive
• Relatively inexpensive
• Easy to use
• Easily accessible
• May be video taped
• Includes audio and visual
Disadvantages
• No interactions
• Limited sensory involvement
• Requires reading skills
• Time delay
• Length may be limited
• No visual cues
• May involve to charges
• No visual cues
• Requires hardware
• Requires hardware
• Software variations
• Requires similar software
• Must be scheduled
• Requires hardware
• Requires computer
• Requires web access
• May be slow
• Complex to record
• No interaction
• Requires hardware
• Expensive hardware
• Must be scheduled
• Usually one way only
• Must be scheduled
• Small windows
• Maybe slow, jerky video
• High production costs
• Requires hardware
• No interaction
• Must be scheduled
Source 2009. “A Teacher’s Guide to Distance Learning.” http://fcit.usf.edu/distance/default.htm
education in higher and tertiary education. Literature was reviewed to gain an understanding of research gaps in the feld as well as what previous researchers had found and recommended. Masader, ResearchGate, and Google Scholar were used in order to execute a thorough search of previous studies.
A cross-sectional approach to the literature review showed that distance education is not a new phenomenon but has been in existence for quite some time. The dimensions and extent of its application are what differed from region to region, and from generation to generation. Recently, developments such as globalization, competition, and natural disasters such as COVID-19 have now forced higher learning institutions to embrace distance education to gain a competitive advantage as well as survival in this new environment. Great deal of technologies have been available for the provision of distance education, from ancient methods of delivery to the modern ones; which are print, voicemail, audio fles or compact disks, internet
conferences and broadcast television services, among others. However, the composition of the various methods of the distance learning will depend on each institution strategy as well as its audience.
4 Recommendations
In the wake of greater competition, globalization and natural disruptions, institutions of higher learning are encouraged to conduct a needs-based assessment which involves identifying the target audience, the ideal model for each situation and the technologies to be used, before embarking on distance education. It is critical to set clear goals and instructional objectives or learning outcomes, as well as avoiding underestimating the commitment required in distance education, securing top management commitment, appropriate infrastructure, and offer training and development for teaching online. Moreover, skills used in
face-to-face learning environments are completely different from those required for distance education, and therefore competencies required for teaching online or through the distance learning mode must be identifed and faculty trained on these competencies. For instance, the technologies used for face-to-face teaching might be easy to use and manipulate whereas technologies for distance education require the facilitator to have a great deal of skills.
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