A Review of “Why School?: How Education Must Change When Learning and Information Are Everywhere”     

Jennifer Saoirse Ahmed 《Educational Studies A Journal of the American Educational Studies Association》2014,50(2):197-201

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Development and validation of Mobile Learning Acceptance Measure     

Sujeet Kumar Sharma  Mohamed Sarrab  Hafedh Al-Shihi 《Interactive Learning Environments》2017,25(7):847-858

The growth of Smartphone usage, increased acceptance of electronic learning (E-learning), the availability of high reliability mobile networks and need for flexibility in learning have resulted in the growth of mobile learning (M-learning). This has led to a tremendous interest in the acceptance behaviors related to M-learning users among the information systems researchers. Despite a large amount of significant research in the field of M-learning, the measurement of user acceptance of M-learning has not received attention. This research study intends to develop and validate a survey that measures users’ acceptance of M-learning. A total sample of 806 university and higher college students from different institutes in Oman participated in this study. This research study was conducted in two stages. The first stage using a sample size of 388 students initiated a generic questionnaire, and examined factorial validity and reliability. The second stage that was conducted using different sample of 418 students employed confirmatory factor analysis to establish factorial validity and measurement invariance. A correlated six-factor model (Flexibility, Suitability, Enjoyment, Efficiency, Economic and Social) was fit using maximum likelihood estimation. The internal consistency and item reliability of Mobile Learning Acceptance Measure was found to be at acceptable level for both samples.  相似文献   

The mental health and psychological well-being of refugee children and young people: an exploration of risk,resilience and protective factors     

Shaheen Mohamed  Miles Thomas 《Educational Psychology in Practice》2017,33(3):249-263

This research investigates the perceptions of refugee children, refugee parents and school staff regarding the positive adaptation of refugee children in a new social context and the effects on mental health and psychological well-being. This included an exploration of resilience and the role of risk and protective factors. Few studies have focused on views from a resilience perspective, and these have tended to use quantitative rather than qualitative measures. This mixed methods piece of “real world” research adopted a “what’s working well” perspective and explored the important voices of these children, parents and school staff. Staff, parent and child responses were triangulated to provide a rich picture of the potential protective factors operating within the school and family environment. Implications for practice are discussed.  相似文献   

A Qualitative Student Evaluation of Group Learning in Higher Education     

Ahmed Hassanien 《Higher Education in Europe》2007,32(2-3):135-150

The importance of group learning has increased significantly in higher education in the past two decades (Houldsworth and Mathews, 2000 Houldsworth, C. and Mathews, B. P. 2000. “Teaching Group Process Skills to MBA Students: A Short Workshop”. Education + Training, 42(1): 40–53.  [Google Scholar]). The primary focus of this study is to explore the feelings and experience of students regarding group work and group assessment in higher education. The study is exploratory based on a qualitative focus group approach. Interestingly, students felt that group work is a significant method to foster the development of critical thinking through discussion, clarification of ideas, and evaluation of others' ideas. Students consider “poor communication” and “poor attendance at group meetings” as the main challenges they face when working within a group. Also, students identified “dedicated assignment seminars” as the most effective tool, which could be used to enhance the effectiveness of group work. This study reinforces the findings of previous research into group work suggesting that the experience is a generally positive one for students. Results are discussed in the context of current theoretical and empirical work on group‐based learning, education implications and areas for further research are discussed.  相似文献   

Economic dimensions of sustainable development, the fight against poverty and educational responses     

Manzoor Ahmed 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,27(1):235-253

The arguments in the article are based on the ongoing discourse in the academic community and among stakeholders, which has contributed to the articulation of the concepts and premises of sustainable development and the role of learning modalities, technologies and networks. The article draws on this discourse to explore the economic aspects of sustainable development, focusing on pervasive poverty, and the implications for educational actions. The concepts and underlying premises of education for sustainable development (ESD) are discussed. The article presents the key elements of an integrated approach to fighting poverty in the context of sustainable development. The role of learning and education in this integrated approach is outlined, framing the educational elements within the perspective of lifelong learning.  相似文献   

Multiple providers and access to primary education: The case of Bangladesh     

Zia-Us-Sabur  Manzoor Ahmed 《Prospects》2010,40(3):393-415

Even though most children in Bangladesh are enrolled in school, the country faces enormous challenges in ensuring that children complete primary education, and learn an acceptable amount. Multiple providers—state, quasi-state, and non-state—have helped to raise the initial enrolment rate and improve the gender balance. The critical question is how the multiplicity and diversity of provision can contribute to achieving truly universal primary education with high completion rates and acceptable levels of learning. A range of sub-questions relate to this critical question, including what is meant by multiple provision and how a diversity of provisions can be shaped into a system that serves the goal of effective and equitable access. This article addresses the above questions in the context of the history and educational development in Bangladesh. They are particularly significant at present, as the government is about to implement a new national education policy and design a five-year national development plan (2011–2015), which would have a decisive impact on progress towards achieving the EFA goal of universal primary education by 2015.  相似文献   

“To be or not to be”: the double consciousness of the Tamil Muslims during the early 20th century     

Yunush Ahamed Mohamed Sherif 《Inter-Asia Cultural Studies》2016,17(2):316-323

When the nation building process was gaining momentum during the early 20th century, all the communities in British India had to participate in the process and the Muslims were no exception. Although the Muslim community in British India was as diverse as any other community, there was an attempt to unite its members under the identity of “Muslims” during the first half of the 20th century. But the Tamil Muslims remained aloof from the idea of an “Indian Muslim Community.” They had a double consciousness of being a Tamil as well as a Muslim. They highlighted their “Tamilness” more than their “Muslimness.” More than the Muslim League, their involvement with the Dravidian Movement was substantial. They supported both the movement for Dravidasthan as well as Pakistan. This paper will look into the process of “nation making,” particularly a “Muslim nation” and the anxiety of the Tamil Muslims during these processes. It will analyse the reasons behind the Tamil Muslims being alienated from the other Muslims, the British colonialist denying the identity of “pure” Muslims to the Tamil Muslims and their involvement in the Dravidian Movement.  相似文献   

Instructional design and online instruction     

Ahmed Ali 《TechTrends》2003,47(5):42-45

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Pastoral Care to Regulate School Bullying: Shame Management among Bystanders     

Eliza Ahmed 《Pastoral Care in Education》2005,23(2):23-29

Bystanders can reveal valuable information about bullying to school personnel to take action on it. If they remain reluctant, of course, they frustrate our efforts to stop bullying. But then, why would they get involved if doing so might make them victims of aggression too?
This paper investigates the importance of adaptive shame management in encouraging bystanders to prevent bullying. Data were collected through the Cross-national School Behaviour Research Project from 1452 secondary school students (49% girls) in grades 7–10 (mean=8.42) in Bangladesh. As predicted, students who scored higher on shame acknowledgement (admitting shame, accepting responsibility, making amends) were more likely to intervene to prevent bullying. Those with low shame displacement (blaming or hitting out at others) were also likely to intervene to stop bullying. Implications of these findings pertaining to pastoral staff, counsellors and school teachers working with students to encourage coming forward against bullying are discussed.  相似文献   

E-learning at Sultan Qaboos University: status and future Ali Sharaf Al Musawi and Ahmed Yousif Abdelraheem     

Ali Sharaf Al Musawi  Ahmed Yousif Abdelraheem 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(3):363-367

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