Transcript A Hybrid Instructional Model in the UAE

A Hybrid Instructional Model in
the UAE
Researchers:
Josephine Butler
(Abu Dhabi Women’s
College)
Sarah Hyde
(Dubai Women’s College)
A case study
Patrick Dougherty
(Abu Dhabi Men’s
College)
The Study
• This case study analyzes the benefits and
drawbacks of a multi-site, blended delivery
system for post-graduate education in the
UAE.
The Two Courses
• Two courses as part of a Masters in Educational
Studies program have been taught
simultaneously from two locations
• The classes were linked electronically via a dual
screen system that allowed class members to see
one another and lecture materials in real time.
• The instructor was physically present at each site
on a rotating basis, and was supported by
location designated tutors.
The Method of Delivery
• This method of delivery is intended to allow students in
remote locations to participate in degree programs,
increase the offerings available, and utilize the full
potential and expertise of the teaching staff.
• The researchers, two tutors in the program and the
instructor have gathered data from a panel discussion,
two focus groups, and an internet survey to examine
the specific benefits and drawbacks of this unique
delivery system with its mix of technology and old
school methods.
Research Questions
• Do students perceive the blended delivery
system as beneficial to their learning objectives?
• What are the perceived benefits of the blended
delivery system in eyes of the students?
• What are the perceived drawbacks of the
blended delivery system in the eyes of the
students?
The Class Participants
• There were a total of thirty-two students who
participated in the two classes. There were
thirty women and two men ranging in ages
from the mid-20s to approximately sixty years
of age. Most were educators at the primary or
secondary levels with a few working either for
government ministries or local universities.
Research Findings
• A review of the panel discussion, focus groups,
and questionnaire discovered that the
students deemed the blended delivery system
to be beneficial to their learning.
Research Findings: The Video
Conference
• This was the first time students had received
instruction via video conferencing:
• 100% of the survey respondents felt it was a
positive experience.
• “More engaging than the traditional method
of teaching.”
What do you think are the benefits
the video link format?
• I think it is very helpful especially those who
have small children and are still interested in
pursuing for further studies. In my case I have
some commitments the via video has made
things easy for me.
• Saves time from travelling otherwise spent on
the road. Quality of connection is high and
does not compromise the quality of
communication.
How would you describe the videolink experience?
• I really do not feel the physical absence of the
lecturer because with videoconference I could
see him/her and carry out the discussion face to
face via the screen.
• It was awkward at the beginning but I got used to
it and forgot about it at the end of the session.
• It was quite interesting experience, it felt as if we
were in a normal classroom environment.
• very high tech and I didn't feel disconnected from
the instructor. It moves very smoothly, the
communication was clear
Research Findings: Face-to-Face
Communication
• Students felt that face-to-face communication
with other students via the video link was a
valuable aid to their learning.
• The video conferencing aided participation,
allowed more interaction, and provided
opportunities to meet each other and share
experiences.
Research Findings: Face-to-Face
Communication (Continued)
• “Face to face communications with professors
and peers on-site and via video link enhances
greater interactions and exchanges of ideas. It
is always meaningful to me to meet with
classmates!”
Research Findings: Face-to-Face
Communication (Continued)
• While students were positive about the video
link, they did feel it was necessary for the
instructor to alternate his presence between
the sites.
• “. . . It was good that Dr. Pat was moving in
between, rather than staying in one place.
Otherwise we will feel really missed or out of
the picture.”
Research Findings: Multi-site Delivery
• Many of the students work full-time and also
have busy family lives. The flexibility offered
by the multi-site delivery method was seen as
being a time saver.
• 60% of the questionnaire respondents stated if
the video link facility was not available they
would not be willing to make the trip to Abu
Dhabi or Dubai.
Research Findings: The Multi-site
Delivery System (Continued)
• “For me I don’t have to go to Abu Dhabi if I’m
closer to Dubai. So it’s much easier for us and
it’s working.”
• “Saves time from traveling otherwise spent on
the road.”
What were the differences when the
professor was at the site or not?
• “I felt the same! Also, because there were tutors
with the professor in both campuses, which made
questioning and moving the flow of classes
easily.”
• “No big difference as long as we can
communicate. It was same experience as face to
face.”
• “Students when alone with a camera and no
lecturer are more lax on class rules, talk more and
are less attentive.”
Research Findings: The Tutors
• Tutors were viewed as a necessity by the
respondents.
• Students commented that, especially in the
early units, they needed the tutors to help
scaffold them through course work.
Would you have struggled without a
tutor?
• “Definitely yes. Especially the first year. From my own
point of view , the availability of a tutor is a must
during the courses …they have practical experience in
the nature of Master degree studies and preparation
and this enables them to be of great help to new
Master students.”
• “I think I can manage on my own, but the tutor is very
helpful sometimes when we have an important
question to ask or when we need help with essay
editing. The tutor also gives a kind of support that most
students need especially those who feel uncertain at
times.”
Research Findings: The Tutors
(Continued)
• “. . . (the tutors) are the real support whenever
it comes to elaborating on the concepts and
providing support when it comes to the
assignments and the essays and things you
know they are the direct contact and they are
a great support.”
Research Findings: The Technology
• The course depended on good equipment and
digital connections. Students felt that the
technology was adequate for the class.
• “Quality of connection is high and does not
compromise the quality of communication.”
• “. . . Very high tech and I didn’t feel disconnected
from the instructor. It moves very smoothly, the
communication was clear.”
Questions for Further Research
• What is the best pedagogical design for a
blended delivery system?
• What is the best classroom management
system for this delivery system?
• How do classroom outcomes compare
between a traditional class, a completely online format, and the blended delivery
paradigm?
Thank you