Exploring the socio-cultural aspects of e-learning delivery in Saudi Arabia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rocci Luppicini ◽  
Eman Walabe
Keyword(s):  
Saudi Arabia ◽  
Online Learning ◽  
Cultural Complexity ◽  
Content Type ◽  
Cultural Aspects ◽  
The Social ◽  
E Learning ◽  
Development Initiatives ◽  
Learning Development ◽  
Arabic World

Purpose This study aims to explore the socio-cultural aspects of e-learning delivery in Saudi universities from the perspectives of universities’ instructors and expert designers from the Ministry of Education. More specifically, this study examined the opportunities and challenges faced in the development of online learning environments at Saudi universities from a socio-cultural perspective. Design/methodology/approach This qualitative research study addressed pervasive socio-cultural challenges connected to e-learning delivery in Saudi Arabia. Data collection methods consisted of 28 in-depth insider expert interviews as well a thematic analysis of documents related to socio-cultural aspects of e-learning delivery in Saudi Arabia. Findings Findings from the data analysis uncovered two main thematic areas connected to e-learning delivery in Saudi Arabia, namely, culture and female access to e-learning. Research limitations/implications This research contributes original knowledge to international online learning research about the social and cultural complexity connected to online learning development in Saudi Arabia, as well as in other areas of the Arabic world where similar e-learning development initiatives are underway. Practical implications This research contributes original knowledge to international online learning research about the social and cultural complexity connected to online learning development in Saudi Arabia, as well as in other areas of the Arabic world where similar e-learning development initiatives are underway. Social implications This research contributes unique knowledge about the social and cultural complexity connected to online learning development in Saudi Arabia, as well as in other areas of the Arabic world where similar e-learning development initiatives are underway. Originality/value The interaction between Saudi culture and online learning has nurtured a unique learning model that adapts to cultural values to provide a quality learning experience.

Emergent bilinguals as text designers: rendering meaning through signs

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sally Brown
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Emergent Bilinguals ◽  
Multiple Perspectives ◽  
Content Type ◽  
English Only ◽  
Cultural Aspects ◽  
The Social ◽  
Semiotic Resources ◽  
Multilingual Learning

Purpose The main purpose is to investigate what resources young emergent bilinguals use to communicate a multimodal response to children’s literature. In particular, attention is paid to the ways students translanguage as part of the learning process. Design/methodology/approach An ethnography-in-education approach was used to capture the social and cultural aspects of literacy learning in an English-only context. A multimodal transcript analysis was applied to video-recorded data as a method for examining semiotic resources and modes of learning. Findings The results revealed that students used technology, paper-based resources and peers to construct meaning relative to books. Experimentation or play with the affordances of the tablet computer served as avenues to determine the agentive selection of resources. As students wrestled with constructing meaning, they gathered multiple perspectives from peers and children’s literature to involve symbols and representations in their texts. Signs, multiple language forms and meaning came together for the social shaping of situated perspectives. Originality/value This study addresses the call for educators to engage in multiliterate, multimodal practices with young learners in the contexts of classrooms. It provides insight into the need to create multilingual learning spaces where translanguaging freely occurs and the meaningful ways early childhood learners use technology. To fully understand what emergent bilinguals know and can do, they must be afforded a variety of semiotic resources at school.

scholarly journals Development E-Learning to Improve Student Activity with Technological Pedagogical and Content Knowledge

2018 ◽  
Vol 7 (2.5) ◽  
pp. 100 ◽  
Author(s):  
S Setuju ◽  
Bayu Rahmat Setiadi ◽  
Dianna Ratnawati ◽  
Asri Widowati ◽  
Astuti Wijayanti ◽  
...  
Keyword(s):  
Online Learning ◽  
Research And Development ◽  
Content Knowledge ◽  
Development Model ◽  
Learning Activity ◽  
Student Activity ◽  
Stage 4 ◽  
E Learning ◽  
Learning Development ◽  
D Model

Industrial era 4 is the era with digitalization in various fields, including education. The need for e-learning based learning is essential to develop. The development of learning with TPACK framework (Technological Pedagogical and Content Knowledge) through learning e-learning in this research is designed by using Edmodo application. The purpose of the learning development is to internalize the technology into pedagogic, teaching materials and knowledge packed with online learning. The development model uses the Research and Development design of the 4-D model. Stage 4-D includes: define, design, develop and disseminate. The results showed that the model of online learning for the learning media course could increase the learning activity and the students can learn independently with the existing technology.  

Building social capital for constructive adaptive capacity under social stress

2020 ◽  
Vol 5 (3/4) ◽  
pp. 247-253
Author(s):  
Yutong Wang ◽  
Pakon Ko ◽  
Nancy Law
Keyword(s):  
Social Capital ◽  
Online Learning ◽  
Adaptive Capacity ◽  
Social Stress ◽  
School Closure ◽  
Content Type ◽  
Video Recordings ◽  
The Social ◽  
The Face

PurposeThis study examines how a school progressively built its social capital for agile adaptation to provide inclusive and effective fully online learning provisions through intentionally enhancing its architecture for learning.Design/methodology/approachThe authors conducted a case study to examine how school A was able to respond rapidly and progressively to the demand for quality online learning provisions in the face of unanticipated school closure with an uncertain end date. Video recordings of online school sharing sessions, interviews and documents provided by the school constituted data sources for this study.FindingsIn creating a collective new norm for the implementation of online learning, a school needs to enhance both structural and cognitive aspects of its social capital. School A achieved this through intentional changes to its architecture for learning (i.e. organizational structure, interaction mechanisms, mediating artifacts and technology) when deliberating measures to deliver the changes under periods of serious social stress.Originality/valueAdaptive capacity is a core demand on the social capital of schools and organizations under the “new normal” when the future is unpredictable. This paper uncovers the connection between a school's architecture for learning and its adaptive capacity.

Exploring factors facilitating and hindering college-university Pathway Program completion

2016 ◽  
Vol 30 (1) ◽  
pp. 20-42 ◽  
Author(s):  
Jennifer Percival ◽  
Maurice DiGiuseppe ◽  
Bill Goodman ◽  
Ann LeSage ◽  
Fabiola Longo ◽  
...  
Keyword(s):  
Academic Performance ◽  
Critical Role ◽  
Secondary Data ◽  
Grade Point ◽  
Content Type ◽  
Cultural Barrier ◽  
Cultural Aspects ◽  
The Social ◽  
University Transfer ◽  
Higher Education Experiences

Purpose – The purpose of this paper is to explore not only the academic measures such as grade point average of success of college-to-university transfer programs (Pathway Programs), but also the social-cultural facilitators and barriers throughout the students’ Pathway experience. Design/methodology/approach – The experience of students and academic advisors moving between Queensdale College and North Star University (NSU) (pseudonyms) were analyzed using a mixed-methods approach including analysis of data from online surveys, secondary data (course performance), and focus group interviews. Findings – Students who are able to enter the Pathway Programs at NSU perform on average better than their four-year traditional program peers. There remain a number of social-cultural barrier which need to be addressed to improve the overall experience of these transfer students. Practical implications – The results from this study will assist the administrative decision makers in designing Pathways and their associated communication plans in order to meet the needs of the students with tools and supports that are both perceived by the students as valuable and are improving their Pathway experience and ultimately their academic performance. Originality/value – The move to develop Pathway Programs in Ontario is a new phenomenon, even in provinces where this is more common, few studies exist which consider the social-cultural aspects of the student journey between the two institutions. This study moves beyond the standard academic performance data and provides insight into the critical role played by the social aspects in higher education experiences.

Sustainable neighbourhood earthquake emergency planning in megacities

2010 ◽  
Vol 19 (3) ◽  
pp. 345-357 ◽  
Author(s):  
Yasamin O. Izadkhah ◽  
Mahmood Hosseini
Keyword(s):  
Complete Information ◽  
Disaster Mitigation ◽  
Cultural Patterns ◽  
Content Type ◽  
Large Cities ◽  
Cultural Aspects ◽  
The Social ◽  
Awareness Raising ◽  
Large Earthquakes ◽  
Practical Implications

PurposeThe purpose of this paper is to identify and discuss the main prerequisites which are deemed for successful disaster mitigation activities in megacities by considering various aspects related to disaster risk reduction.Design/methodology/approachThe paper provides a general background with regard to the social and cultural patterns for involving local people to participate in the activities related to awareness raising before, and saving their lives and properties after the earthquakes. It then defines what is required for preparing disaster scenarios.FindingsPrerequisites of comprehensive response plans, to be used in the aftermath of earthquakes in large cities, are discussed.Research limitations/implicationsThere is a lack of complete information, with regard to various social, and cultural aspects of disaster mitigation, in developing countries, such as Iran.Practical implicationsBy following the steps mentioned and discussed in the paper for disaster mitigation planning and applying the proposed measures, the neighbourhoods in megacities can define and manage the activities better – which is crucial for saving lives in the aftermath of large earthquakes.Originality/valueThe paper details the requirements that are necessary for successful disaster mitigation activities in large cities and the difficulties and challenges which can be faced in encountering them.

E-learning challenge studying the COVID-19 pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Aida Kamysbayeva ◽  
Alexey Koryakov ◽  
Natalya Garnova ◽  
Sergey Glushkov ◽  
Svetlana Klimenkova
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Experience ◽  
Content Type ◽  
Personal Learning ◽  
Classroom Activities ◽  
Hard Skills ◽  
E Learning ◽  
New Guidelines ◽  
Study Participants

PurposeThe COVID-19 crisis experience is shaping new guidelines for learning activities that need to be developed from an interdisciplinary and holistic perspective based on the analysis and assessment of potential impacts and social expectations.Design/methodology/approachThe research is devoted to the study of modern e-learning challenges in the context of social distance, the analysis of learning experience, problems and opportunities associated with online learning. The research was carried out at the “Blinded for peer review” and involved 300 graduate students. A qualitative method based on a two-step process was used in the study. The discussion allowed participants to discuss and compare personal learning experiences primarily related to the COVID-19 crisis.FindingsThe results of the study demonstrated that online learning is an efficient tool for the development of hard skills while being less effective for the improvement of soft skills; they also allowed us to identify important aspects of professional personnel training which should be taken into account while developing a strategy for harmonizing on-campus and online education with the diversification of curricula by various pedagogical technologies and digital tools, as well as bringing social interactions into classroom activities.Originality/valueDue to the fact that most study participants were technical and economic students, it was concluded that the e-learning format is an effective methodology for the development of technical and digital skills of students.

Multi-Cultural E-Learning Teamwork

2010 ◽  
pp. 254-270
Author(s):  
Datta Kaur Khalsa
Keyword(s):  
Online Learning ◽  
Cultural Characteristics ◽  
Team Interaction ◽  
Acculturation Process ◽  
Virtual Teamwork ◽  
The Social ◽  
Study Results ◽  
Learning Teams ◽  
E Learning ◽  
Learning Team

Virtual teamwork in the e-learning classroom has provided opportunities for merging social theory and learning theory, mixing technology, culture, identity, and community. Online learning teams have generated attention to the social and cultural characteristics that influence these global interactions. This chapter discusses the prevalence of eight traditional dimensions of culture occurring during online learning team interaction. A study with graduate students, who were experienced in virtual teamwork, provides quotes and examples of experiences, challenges, and suggestions for improvement to the multicultural, virtual team experience. The students’ suggestions inform guidelines for e-learning faculty and students, while additional study results present understanding of the acculturation process, a process that occurs when diversified social and cultural characteristics come together and form a cultural hybrid to accomplish e-learning team goals.

The context of experience

2015 ◽  
Vol 26 (2) ◽  
pp. 206-223 ◽  
Author(s):  
Melissa Archpru Akaka ◽  
Stephen L. Vargo ◽  
Hope Jensen Schau
Keyword(s):  
Cultural Context ◽  
Cultural Factors ◽  
Future Research ◽  
Conceptual Approach ◽  
Content Type ◽  
Cultural Aspects ◽  
The Social ◽  
Service Exchange ◽  
Service Ecosystems ◽  
Social And Cultural Factors

Purpose – The purpose of this paper is to explore the social and cultural aspects of the context that frames service exchange to better understand how value and experience are evaluated. Design/methodology/approach – The authors apply a conceptual approach to develop and propose a framework for deepening the understanding of the context of market-related experiences. The authors integrate two growing streams of research – consumer culture theory and service-dominant logic – that focus on phenomenological and experiential views on value and extend the context of experience with a culturally rich, service-ecosystems view of markets. Findings – The authors broaden the context of experience by applying a service-ecosystems perspective and identify four social and cultural factors that influence experience from this extended context – sign systems and service ecosystems; multiplicity of structure and institutions; value-in-cultural-context; and co-construction of context. Based on this, the authors point toward directions for future research. Research limitations/implications – The proposed framework points researchers and managers toward an extended context that is reproduced through the co-creation of value and influences evaluations of experience. Empirical research is needed to provide evidence of the proposed framework and further extend the understanding of dynamic social and cultural contexts. Practical implications – The findings of this study provide a broader scope of context and identify additional social and cultural factors for managers to consider in their efforts to enhance customer experiences. Originality/value – Traditional views of markets limit the context of experience to firm-customer encounters or consumer-centric practices and processes. This paper extends the context of experience to consider the practices and perspectives of multiple actors and various views on value.

Saudi escalation threatens Lebanon's stability

2016 ◽  
Keyword(s):  
Saudi Arabia ◽  
Local Level ◽  
Social Crisis ◽  
Content Type ◽  
Military Aid ◽  
The Social

Significance The Saudi government confirmed last week that it had stopped all military aid to Lebanon, including previously agreed deals aimed at equipping the LAF in its fight to secure the country's borders with Syria. Further moves have been threatened as Riyadh responds to the growing influence of Hezbollah and its Iranian backer over Lebanon's government. Impacts The army will be weakened by the absence of the new equipment, but not decisively so. The economy will suffer from the withdrawal of Saudi funds and interests, and the social crisis will worsen. Iranian-Syrian dominance in Lebanon would be a major political setback for Saudi Arabia in its regional contest with Iran. The risk of instability and local-level conflict will increase, raising concern in Europe.

scholarly journals The potential and challenges of MOOCs in Pakistan: a perspective of students and faculty

2017 ◽  
Vol 12 (1) ◽  
pp. 94-105 ◽  
Author(s):  
Syed Saad Ahmed ◽  
Essa Khan ◽  
Muhammad Faisal ◽  
Sara Khan
Keyword(s):  
Rural Areas ◽  
Design Methodology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Content Type ◽  
Future Studies ◽  
The Social ◽  
E Learning ◽  
Regional Languages ◽  
University Officials

Purpose The birth of massive open online courses (MOOCs) has instantly drawn the attention of scholars, academicians and learners. Millions of participants are learning through this freely accessible model of education. The purpose of this paper is to review the development of MOOCs, its characteristics and to explore its potential and challenges in Pakistan particularly. Design/methodology/approach The data were collected through interviews and focus group, and the respondents had completed at least one MOOC offering. This research used content and thematic analysis with the triangulation of methods and sources. Findings The finding of this study reflects that MOOCs are inspiring great number of learners in Pakistan despite of factors impeding the surge of e-learning. MOOCs in regional languages with better electricity and internet connectivity could be very useful for the rural areas’ people but it requires extra ordinary interest from government and academicians. Research limitations/implications This is an exploratory qualitative study highlighting the potential and challenges of MOOCs from the perspective of faculty and students. However, it does not incorporate the views of university officials. Similar study could consider university officials and university owner as respondents. In addition, future studies could also investigate the factors inhibiting completion of MOOCs. Originality/value Despite of the sharp rise of published literature on MOOCs, there is less contribution from the developing countries. This research enables us to develop better understanding of the potential and challenges of MOOCs in the social context of Pakistan.

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