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2 results on '"Mostafa Samy Amira"'

1. Crowd-reflecting: a counterproductive experience of Arab adult learning via technology

Author

Abeer A. Boreqqah, Enam Mohammed Abouzaid, Mohammed Ahmed Alqatam, Lubna Noaman Alnoer, Amr Mohamed El Koshiry, Ibrahim Youssef Al Youssef, Yassir M Mahgoub, Mohammed Keshar Ahmed, Enas Mahmoud Elrefee, Layla Abdulrahman Alshehri, Maha Saad Alsaeed, Eman Ahmed Maher, Mostafa Samy Amira, Abdulhamid Abdullah Alarfaj, Saleh Alzahrani, Khairi Mahmoud Al-Sababha, Mohammed Amin Almaiah, Raed Ali Bani Aldoomi, Ala’a Yahya Al-Aqtash, Omer Musa Alhassan, Maher aLARFAJ, Eman Abdulaziz Aldoughan, Merfat Ayesh Alsubaie, Mohammad Ahmad Alshoura, Nahid Hassan Hamad, Ahmed Abdel Hamed Kotb, Marwa Mohamed Hassan, Mohmed Abdelmoneim Abdelrahman, Fuad Ahmed Almudhafar, Khaled Hassan Elsherif, Asma Margeni Ali, Ahmed Elsayed Mohamed Batal, Hatem Tawfik Ahmed, Ahmed Zakaria Hegazy, Ahmed Ali Alhazmi, Ghada Nasr Huisen Elmorsy, Awatef Abdulaziz Al Dafar, Tareq Yousef Melhem, Khalel Ibrahim Alhuwaiji, Abdulrahman Essa Al Lily, Atef Abdalla Bahrawi, Ahlam Mohammed Al-Abdullatif, Sobhi Noureldin Ata, Hossam Saad Selim, Hasnaa Hamdy Ali, Mossab Saud Alholiby, Ebrahem Abdullah Al Khateeb, Ahmed Abdelfattah El-Zeki, Amani Mohammed Bukhamseen, Ibrahim Ibrahim Atta, Abeer Farouk Ahmed Ali, Awatif Mahmoud Hamad, Hanem Mostafa Alboray, and Abdullah Mohammed Aladsani

Subjects
Higher education, business.industry, 05 social sciences, 050301 education, Citizen journalism, Education, Individualism, Institutional research, Critical thinking, 0502 economics and business, Pedagogy, Gender bias, Sociology, Reflection (computer graphics), business, 0503 education, Adult Learning, 050203 business & management
Abstract

This piece theorises the limitations of transitioning reflection from individualistic to participatory practice. It addresses the question: what are the challenges of introducing crowd-refl...

Published
2019
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2. Covidian education: An enquiry into Arab culture

Author

Sumaia Attia Al Hasan, Aliaa Adel Shams Eldin Gomaa, Weaam Mohamed Ismaeel, Ahlam Mohammed Al-Abdullatif, Shaher Rebhi Elayyan, Amani Mohammed Bukhamseen, Ahmed Ali Alhazmi, Lena Khaled Almotreb, Hanadi Buarki, Fathi Mohammed Abunasser, Eman Abdulaziz Aldoughan, Ahmed R. Elsayed, Khaled Saad Ben-Motreb, Abdulrahman Essa Al Lily, Merfat Ayesh Alsubaie, Sarah Saleh Almustafa, Nouf Abdulaziz Al Mohsen, Maha Saad Alsaeed, Mostafa Samy Amira, Maha Affat Aldoghmi, Hibah Khalid Aladsani, Munira Hshbel Alqhtani, Anas Mohammad Al Hanandeh, Ayed Mohammed Alghamdi, Khawla Abdullah Almufeez, and Samia Mokhtar Mohamed Shahpo

Subjects
Sociology and Political Science, Coronavirus disease 2019 (COVID-19), business.industry, Cheating, media_common.quotation_subject, Distance education, Educational technology, Human Factors and Ergonomics, Qualitative property, Public relations, Education, Harm, Feeling, Pandemic, Sociology, Business and International Management, business, media_common
Abstract

This article constructs a cultural framework for Arab education amid the COVID-19 pandemic. Such education occurs inside private homes, raising privacy-related methodological challenges to research. To bypass these, numerous researchers were recruited to collect qualitative data from within the homes of friends and relatives. They collected large-scale data (2304 observations and 1292 interviews) and examined 1422 initiatives taken to facilitate education during the pandemic. In addition, they scrutinised 1390 relevant witticisms, on the basis that the humour of a culture is an indicator of public feeling. Data analysis reveals the existence of ‘covidian education’; this is digital and, thus, less tangible than pre-covidian education, necessitating spatial and temporal rearrangements. It is parent-centred, adding educational responsibilities to parents' workloads. It undermines integrity, with parents taking examinations on children's behalf. Being home-based, it compromises the privacy of students' and teachers' residences. It modifies gender relations, eliminates existing actors and welcomes new stakeholders. Compared to pre-covidian education, it is culturally dissimilar and educationally inferior. It presents ‘facades’ of positive experiences that mask negative realities, and does students more harm than good. We find that unprecedented issues arise in relation to ‘covidian natives’ (whose education comprises solely the covidian form) and ‘covidian graduates’.

Published
2021
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