Educational Sciences
http://hdl.handle.net/10576/180
2024-03-28T11:43:22ZUsing a PBL authoring tool to train teachers in designing an online PBL unit
http://hdl.handle.net/10576/53664
Using a PBL authoring tool to train teachers in designing an online PBL unit
Miao, Yongwu; Samaka, Mohammed; Wang, Disi; Ali, Zeyad; Romanowski, Michael H.
Problem-based learning (PBL) is proposed as one of the most well-known alternatives to subject-based learning in educating graduates to become independent workers, critical thinkers, problem solvers, lifelong learners, and team workers. However, the PBL practice is still far from widespread. One of serious impediments to PBL's diffusion in education is that teachers have difficulties in transforming a subject-based course into a problem-driven course. In addition, teachers lack the necessary skills to make informed judgments and decisions about how to use technologies in their PBL practices. The purpose of this research is to support teachers in developing an online PBL unit. Based on schema theory we developed a PBL scripting language and an associated PBL authoring tool. The tool was developed for teachers to represent, communicate, and reuse their PBL course/lesson plans implementing in technology-enhanced learning environments. It is assumed that it can also be used as a means to educate teachers who may be not familiar with PBL to learn PBL design and to develop an online PBL unit. Through conducting an experiment we found that the PBL authoring tool can facilitate teachers to make informed decisions in their design practice through following a formal design method. Most participants of the experiment thought that the tool is useful to design an online PBL unit and easy to learn.
2014-01-01T00:00:00ZTeacher leadership and virtual communities: Unpacking teacher agency and distributed leadership
http://hdl.handle.net/10576/51474
Teacher leadership and virtual communities: Unpacking teacher agency and distributed leadership
Shal, Tarek; Ghamrawi, Norma; Abu-Tineh, Abdullah; Al-Shaboul, Yousef M.; Sellami, Abdellatif
This study explored the development of teacher leadership in collaborative online spaces, also called virtual communities of practice (vCoP). Employing a phenomenological research design with semi-structured interviews as the primary data collection method, participants were drawn from a single vCoP. The findings underscored the pivotal role of vCoPs in nurturing teacher leadership skills, facilitated by the dynamic interplay of teacher agency and distributed leadership. Teacher agency empowers educators to proactively take control of their learning journey within vCoPs, enabling them to explore areas of personal interest and expertise, including knowledge sharing and project initiation. Simultaneously, distributed leadership empowers teachers to assume leadership roles within the vCoP, irrespective of their formal positions or seniority, involving activities such as guiding discussions and organizing professional development. This harmonious collaboration between teacher agency and distributed leadership fosters a collaborative and inclusive environment within vCoPs, where teacher leadership thrive.
2024-01-01T00:00:00ZWebinars for teacher professional development: perceptions of members of a virtual professional community of practice
http://hdl.handle.net/10576/50710
Webinars for teacher professional development: perceptions of members of a virtual professional community of practice
Shal, Tarek; Ghamrawi, Norma; Ghamrawi, Najah A. R.
This study explores the significance of webinars as tools for supporting teachers’ professional development and growth beyond the COVID-19 pandemic, as perceived by the teachers themselves. The study employs a mixed methods approach, involving 394 teachers registered on a popular virtual community of practice (vCoP) who completed a survey, with twenty of them participating in focus group interviews. Quantitative data from the survey were statistically analysed using SPSS 25.0, while qualitative data from the focus group interviews underwent theme-based analysis. The findings suggest that teachers highly regard webinars as effective tools for professional development and believe that webinars should be an integral part of future teacher development programmes within the framework of blended learning models. The key strengths and weaknesses of webinars as tools for supporting teacher professional development are thoroughly addressed.
2024-01-01T00:00:00ZCorrection to: A qualitative assessment of medical students' readiness for virtual clerkships at a Qatari university during the COVID-19 pandemic (BMC Medical Education, (2023), 23, 1, (186), 10.1186/s12909-023-04117-3)
http://hdl.handle.net/10576/49401
Correction to: A qualitative assessment of medical students' readiness for virtual clerkships at a Qatari university during the COVID-19 pandemic (BMC Medical Education, (2023), 23, 1, (186), 10.1186/s12909-023-04117-3)
Bawadi, Hiba; Al-Moslih, Ayad; Shami, Rula; Du, Xiangyun; El-Awaisi, Alla; Abdul Rahim, Hanan; Fakhri Al-Jayyousi, Ghadir
Correction: BMC Medical Education (2023) 23:186 Following publication of the original article [1], due to a typesetting error, references [19] and [20] were written incorrectly. The correct references are given below: [19] Bawadi H, Abdul Rahim H, Moawad J, Shami R, Du X, El-Awaisi A, Al-Moslih AMI, Diab M, Al-Jayyousi GF. Health sciences students' and instructors' perceptions of the emergency switch to virtual internship amid the COVID-19 pandemic: A case from Qatar. Front Med (Lausanne). 2022 Aug 9;9:939416. doi:. PMID: 36,059,828; PMCID: PMC9435433. [20] Bawadi H, Shami R, El-Awaisi A, Al-Moslih A, Abdul Rahim H, Du X, Moawad J, Al-Jayyousi GF. Exploring the challenges of virtual internships during the COVID-19 pandemic and their potential influence on the professional identity of health professions students: A view from Qatar University. Front Med (Lausanne). 2023 Jan 30;10:1107693. doi:. PMID: 36,793,877; PMCID: PMC9922901. Also, in the Conclusion section, there is a spelling mistake. The incorrect and correct version is highlighted in bold typeface. Incorrect: Medical curricula need to create channels to accommodate more in-depth learning approaches in the presence of the COVID-19 pandemic and other emegencies. Correct: In the conclusion, there is a spelling mistake: Medical curricula need to create channels to accommodate more in-depth learning approaches in the presence of the COVID-19 pandemic and other emergencies. The publishers apologize for this error. The original article has been corrected.
2023-01-01T00:00:00Z