ABSTRACT
As governments across the world examine blockchain technology, there are growing concerns about how to implement, enforce and maximize the benefits of the technology. Many countries have to do extensive research and analysis before coming up with proposals. The future of the Emirates Economy is getting less foggy as COVID-19 pushes many government sectors to dip their toes in digital blockchains. It is just a matter of time until blockchain technology is fully implemented in both the public and private sectors. This chapter's purpose is to first understand what is blockchain? Second, to explore blockchain technology in Dubai and third, to describe the sustainable aspects generated by blockchain by looking at different projects implemented in Dubai. The paper summarizes several measures for implementing, promoting and regulating the advancement of blockchain technology taking the example of Dubai. Finance, supply chain, digital identity, energy, healthcare, real estate, transportation and crowdfunding are only a few industries that have well-embraced blockchain technology. This chapter uses an exploratory approach by reviewing past studies and literature reviews on the topic of blockchain in Dubai. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.
ABSTRACT
This paper explores mobile learning (m-learning) acceptance and use through integrating UTAUT and IS success models to examine whether quality factors (including "Information Quality,” "System Quality” and "Service Quality”) and behavioral factors (including "Performance Expectancy,” "Social Influence” and "Facilitating Conditions”) predict students' satisfaction and their intention to use m-learning systems. Data were collected through surveys from a total of 383 higher education male and female students in the United Arab Emirates (UAE). Structural equation modelling and path analysis were employed to test the proposed research model, showing that "Information Quality,” "System Quality,” "Service Quality,” "Performance Expectancy,” "Social Influence,” "Facilitating Conditions,” and "Satisfaction” determined students' intentions to use m-learning. "Satisfaction” was the most important antecedent of user behavior with m-learning, and "Performance Expectancy” was found to have the highest effect on "Satisfaction.” The study's contribution to the advancement of m-learning acceptance and usage is connected to the theory and practice. © 2023, Grand Canyon University. All rights reserved.
ABSTRACT
Aim/Purpose The purpose of this study was to examine faculty perceptions of virtual field placement of preservice teachers at a university in the United Arab Emirates and to explore the factors that promote or hinder the success of this experience. Vygotsky's concept of scaffolding was used as the theoretical framework of this study and to explain the faculty's engagement with the field placement experience.Background The global pandemic of COVID-19 has affected the provision of teacher education programs around the world. It forced many universities to implement emergency remote teaching strategies including virtual field experiences.Methodology Considering the novelty of this phenomenon, an exploratory qualitative research design was followed to arrive at an in-depth description of the faculty's perceptions. A convenience sampling, which is characterized by the deliberate targeting of information-rich participants, was used to select five faculty members who supervised 40 Emirati preservice teachers during their virtual field experience. Data was collected using semi-structured interviews and analyzed using thematic analysis. Contribution The framework put forth in this study could serve as a guideline for teacher education programs, especially field experience preparation. Findings It was found that faculty had different perceptions of virtual field experiences. Although preservice teachers were faced with unprecedented virtual field experiences, collaboration with different stakeholders helped them achieve the learning outcomes. A main drawback of the virtual field experience, however, impacted preservice Emirati teachers' motivation about online teaching. Recommendations for PractitionersRecommendations for Researchers Preservice teachers' technological skills should be reinforced and built to enable purposeful and practical technological integration in the teaching and learning process. Therefore, a holistic inclusion of all stakeholders' approach is needed to upskill and develop the competencies of all parties involved in the process taking into consideration a more enriching collaborative manner. Such a redesign should be examined to assess its validity and efficiency on a wider and more diverse sample to ensure its reliability and success. Researchers are recommended to explore the impact of virtual field experience on young children learning and engagement by including all stakeholders involved in the teaching and learning process, especially young students' parents since findings showed that children under the age of eight are at a disadvantage in online learning.Impact on Society Implications of the findings of this study show that sustainable virtual field experiences can be attained through a collaborative approach. Collaboration is essential as it enables preservice teachers to succeed in implementing inclusive pedagogical approaches.Future Research Further studies can enrich the findings of this paper by expanding the collected data to provide deeper and more generalizable results. For example, virtual student teachers' and school students' scores should be collected and compared to face-to-face scores in order to assess and evaluate the learning itself.
ABSTRACT
The global pandemic of COVID-19 has forced many learning institutions to close or switch to remote learning as a preventative measure to reduce the spread of the virus. The greatest challenge was with practical courses where preservice teachers had to promptly acquire technological skills and online teaching pedagogies as part of their virtual field experience. This need for learning and applying online pedagogies and technological competencies to increase student performance can lead to different perceptions of self-efficacy in online teaching. The purpose of this study is to examine the predictors for enhancing preservice teachers' self-efficacy and satisfaction in online teaching and to investigate the association of their self-efficacy beliefs and their satisfaction with online teaching. Elementary preservice teachers (n = 257) from two teacher preparation programs in two universities in the United Arab Emirates completed a 5-point Likert scale survey. Results revealed that participants reported a high level of self-efficacy and satisfaction in online teaching mainly regarding their abilities to engage students in online classrooms and use of computers/educational technology. Students' technological knowledge was strongly correlated with participants self-efficacy beliefs. Interestingly, results showed that preservice teachers who have beginner experience in teaching scored significantly higher on their self-efficacy than those with moderate and advanced experience.