A Hybrid Instructional Model in the UAE

Researchers:

Josephine Butler (Abu Dhabi Women’s

College)

Sarah Hyde (Dubai Women’s College)

Patrick Dougherty (Abu Dhabi Men’s

College)

A case study

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 video-link 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 on-line format, and the blended delivery paradigm?

Thank you