Jenny Eppard’s research while affiliated with Zayed University and other places

This study aims to understand the effectiveness of online training for preservice and in-service teachers by exploring any differences between preservice and in-service teachers’ satisfaction and learning following an online professional training video. Additionally, the study focused on evaluating any differences in satisfaction and learning of preservice and in-service teachers based on age, experience, subject taught, and grade level, as well as nationality. An online 20-minute video session was shown to the participants and a survey questionnaire, based on the Kirkpatrick Model, was used to explore their reactions and learning. The study employed Exploratory Factor Analysis (EFA) with independent sample t-test and ANOVA techniques to compare the training outcomes in preservice and in-service teachers’ satisfaction and learning. The results showed that the teachers were highly satisfied with the video assessment, content, and content structure. Moreover, there was no significant difference found in satisfaction levels or learning between in-service and preservice teachers. Furthermore, no impact of age, experience, grade taught, or subject taught was found, though nationality was found to impact satisfaction with the video. The study recommends the expansion of similar online professional development programs, considering the high levels of satisfaction among preservice and in-service teachers alike. Personalization of content to accommodate diverse learner needs, learning preferences, and backgrounds is suggested to further enhance satisfaction and learning outcomes. Lastly, this study’s findings emphasize the need to improve teacher training programs, especially in different geographic and cultural contexts, to increase teaching efficacy and address the unique challenges teachers face.

This study examined the impact of iPad integration on student motivation, engagement, and learning skills in a mathematics program. Subjects included 143 students aged 8 to 14 years old and 63 parents in an Indian-based school in Dubai where the national curriculum required the use of tablets be integrated into school subjects starting at grade three. All subjects responded to questions about how iPads could support learning math and the kind of challenges students faced. Classes were technology-driven using individualized learning groups and a variety of computer apps. Around 80 percent of the students indicated they understood new concepts better, were able to solve difficult math problems, and expected themselves to score better on their tests. It was found that providing instant access to a wide array of applications, resources, hands-on activities, and instant feedback can engage students and help them remain on task, especially those with special educational needs.

Numerous articles have been published referring to differences in the way expatriate faculty members at universities in the United Arab Emirates (UAE) and their Emirati students perceive the customs and nature of teaching and learning. Faculty members and students come to class from two varying educational and often cultural backgrounds. As the UAE is a dynamic, young country that is rapidly changing with a diverse residency population, it is necessary to frequently research how Emirati students currently perceive effective classroom practices in order to best support their needs. A possible model to adopt and adapt is culturally relevant and responsive pedagogy. This qualitative study explores perspectives of learning held by local Emirati students and expatriate faculty members at a public university in the UAE. Ten Emirati students and ten faculty members describe their views through interviews. Findings centered around disconnection and misapprehension between faculty members and students in several regards: culture, motivation, concepts of teaching and learning and student needs. Recommendations include developing training on implementing culturally relevant pedagogy by showing faculty how to view teaching and learning through the lens of the student and check their own preconceived notions. It allows for students to have power over their own learning by implementing strategies relevant to their own cultural and background norms. Limitations and suggestions for future studies are also provided.

In recent years, the use of technology in educational contexts including e-learning has become increasing ubiquitous. While it is commonly believed that technology use can facilitate the process of teaching and learning, it is of paramount importance to adopt a Culturally Relevant Pedagogy (CRP) to address the needs of students who might experience difficulty because of cultural, linguistic and technological obstacles that might be inherent in the use of educational technology. With this consideration in mind, the present paper reports on the findings of a qualitative research involving three case studies based on structured interviews with three university professors who are experts in developing digital tools and applications for educational purposes. The participants recorded their responses to interview questions on Google Docs over a period of one month, and the data was analysed for significant themes. The data revealed that all participants believe that cultural, methodological and pedagogical barriers can significantly affect the use of educational technology in face-to-face and online classes and can consequently impact student learning. The emergent themes in the data indicate that a solid understanding of the local context in which the process of teaching and learning takes place, flexibility in terms of one’s methodological approaches to teaching and embracing differences in students’ knowledge and abilities can help ensure students succeed in their academic endeavours, they are uncritically accepted and treated in an equitable manner regardless of their competency level. All three participants in the study believe that while there are some cultural and linguistic barriers in e-learning contexts and in developing and using technological applications for students, through adopting the core principles of a culturally relevant pedagogy (CRP), they have been successful in achieving the course learning outcomes for their students. They argue that by adapting the language used in applications to the linguistic level of students, using familiar and culturally relevant themes, and adopting a blended approach in which technology complements face-to-face instruction, a better dialogue is established between the teacher and the students, and learning is thus facilitated. The findings of this study reveal that becoming familiar with the local culture, the relevant prescriptions and proscriptions can furnish the education technology developers with the requisite knowledge for creating applications that are relevant to students’ lives and are thus more effectual. Similarly, the results show that educational applications should provide a suitable platform to create and maintain an ongoing intrapersonal and interpersonal dialogue for the students to help them engage in the process of learning in a regular and consistent manner. Implications for pedagogy and research will be discussed.

In light of the COVID-19 pandemic, universities around the world urgently suspended face-to-face classes halted practicum field experiences, mandated temporary closures of campuses, and directed faculty to convert face-to-face courses to a hybrid format, all with very little time to prepare. This crisis created unsettled feelings. Varied perceptions along with a narrative of uncertainty, panic, fear, doubt, and dread emerged. Faculty were expected to provide effective learning opportunities and continuous learning experiences with little to no disruption. However, the processes involved in making this happen are elusive and complex. Five faculty from a higher education institution in the United Arab Emirates explored challenges and mechanisms, especially through the process of reflective vignettes. In order to collect and analyze data, collaborative autoethnography was employed as it is a fitting and timely research design and methodology. Collaborative autoethnography is a self-reflection alternative research approach that researchers use during global pandemics. Each vignette offers a first-hand account and experience. The five vignettes highlight tangible solutions and offer salient recommendations that may make the end result of this process smoother and the outcomes more favorable for both faculty and students. Ultimately, the faculty implemented a mindset for the moment and reflexively transformed how they engaged in teaching and learning. Consequently, the faculty moved past negative rhetoric and perception of fear, panic, and chaos, and as such, they changed the narrative on COVID-19.

This study focuses on the research diaries of two researchers who conducted interviews with university teachers and students over a period of two years. Ten expatriate university teachers and ten Emirati university students were interviewed about their views on teaching and learning, the purpose of a university, best educational practices, the role of teachers, students and university in the broader society. After each interview was conducted, the researchers wrote reflections about the interviews in their personal research diaries. Through qualitative data analysis, the data in the diaries were analysed and the major themes were identified. In regards to the teachers interviewed, the analysis of the data showed that the diarists primarily focussed on the teachers’ “professional knowledge”, “communicative competence” and “adaptability to the new context”. With respect to the students interviewed, the data also revealed that the diarists frequently highlighted the significance of students’ “educational background”, “knowledge of English” and their views on “teacher and student relationship”. The findings of this study are in line with Ladson Bilings (1995) which show that the researchers’ sociocultural background and preconceptions can impact how they approach a research problem in a context that differs from their own. The findings also reveal that the researchers’ prior teaching and learning experiences impact their judgement of professional and academic competence. Implications for research and pedagogy will be discussed accordingly. Received: 30 October 2020 / Accepted: 8 December 2020 / Published: 17 January 2021

Research indicates that mobile learning (ML), has the potential to transform teaching and learning. Despite its benefits, mobile learning adoption is a challenging process which requires support to facilitate its integration. The focus of this article is to investigate the factors that could affect ML acceptance. The quantitative and qualitative data collected from the surveys revealed additional information regarding the pedagogical benefits of and obstacles to mobile learning integration. Even though participants in this study re- ported to be late adopters of technology, they maintained that ML is useful for learning, specifically ubiquitous learning. Teachers also noted that mobile learning integration is more successful when aligned with local cultural norms. Mobile learning tools that might be culturally appropriate in one context may not always be accepted in another. Findings of this study provide several implications and recommendations for future research on mobile learning implementation. Further research could explore the development and utilization of a ru- bric with specific criteria for evaluating mobile learning applications.