Introducing blended learning: An experience of uncertainty for students in the United Arab Emirates

dc.creator	Linzi J. Kemp
dc.date	2013-05-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:14:12Z
dc.date.available	2015-07-20T22:14:12Z
dc.identifier	10.3402/rlt.v21i0.18461
dc.identifier	2156-7069
dc.identifier	2156-7077
dc.identifier	https://doaj.org/article/d23faa36918d4be38628183f11d79981
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/16657
dc.description	The cultural dimension of Uncertainty Avoidance is analysed in this study of an introduction to blended learning for international students. Content analysis was conducted on the survey narratives collected from three cohorts of management undergraduates in the United Arab Emirates. Interpretation of certainty with blended learning was found in: student skills with technology; student acknowledgement of course organisation; and student appreciation of online feedback. Uncertainty with the introduction of blended learning was found: when membership was assigned for group work, higher quality research methods were introduced; where course structure lacked detail, increased time was required for new and different online activities. These international students, from countries with a high score on Uncertainty Avoidance, exhibited that dimension when introduced to blended learning. The implications of these findings are discussed, and strategies suggested for introducing blended learning to international students. The limitations of the study are considered, and a direction for future research is suggested. This is the first study on undergraduates in the Middle East for the effects of a cultural dimension when introducing blended learning. The findings increase the body of knowledge that relates to learning technology in the international business classroom.
dc.language	English
dc.publisher	Co-Action
dc.relation	http://www.researchinlearningtechnology.net/index.php/rlt/article/download/18461/pdf_1
dc.relation	https://doaj.org/toc/2156-7069
dc.relation	https://doaj.org/toc/2156-7077
dc.rights	CC BY
dc.source	Research in Learning Technology, Vol 21, Iss 0, Pp 1-13 (2013)
dc.subject	learning culture
dc.subject	blended learning pedagogy
dc.subject	differentiating cultures
dc.subject	learning design
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Introducing blended learning: An experience of uncertainty for students in the United Arab Emirates
dc.type	article