Abstract
This paper aims to identify challenges to studentsâ engagement in online learning at the Qatar branch campus of Americaâs Georgetown University, and to propose solutions. Specifically, it: 1) identifies challenges and solutions from studentsâ perspectives; 2) provides recommendations for developing instructional policies to maximise student engagement in synchronous learning contexts; and 3) aims to contribute to the literature on the engagement of Arabic as a Foreign Language (AFL) learners and Arabic Heritage Learners (AHLs) in online learning in higher education (HE) in the Middle East. It did so by collecting qualitative data, using an open-ended questionnaire from 13 Arabic as a Foreign Language and Arab Heritage learners. We investigate these learnersâ perceptions and experiences of student engagement in online learning within the social presence dimension of the Community of Inquiry (CoI) framework. In addition to presenting a set of challenges that our students experienced in their online learning, especially under the unprecedented health, social and mental constraints created by Covid-19, we highlight their solutions to these challenges. We conclude by offering a set of recommendations that we hope AFL and Arabic Heritage (AH) programmes and institutions will find useful.Keywords: student engagement; online learning; community of inquiry; social presence; Arabic as a foreign language; Arabic heritage learnersPart of the Special Issue Technology enhanced learning in the MENA region <https://doi.org/10.21428/8c225f6e.1fd869f8>
Highlights
In the past twelve months (2020-2021) there has been a massive shift to online distance learning due to the coronavirus pandemic (Covid-19)
Online and distance learning programmes sometimes fall short when it comes to outlining the scope of courses or the expectations placed on online students in concrete terms (Kandiko & Mawer, 2013; Parkinson & Forrester, 2004)
There has been extensive research into the issues the current paper explores, we have found very little research investigating the role of social presence in engaging AFL learners and AHLs in online courses
Summary
In the past twelve months (2020-2021) there has been a massive shift to online distance learning due to the coronavirus pandemic (Covid-19). Since Fall 2020, and until writing this paper (Spring 2021), GU-Q has given instructors and students a choice between online and blended learning modes, subject to there being full adherence to the Covid-19 precautionary measures set out by Qatar’s government. This situation has arisen due to the sudden outbreak of the corona pandemic, instructors not having attended faculty training for online/ blended teaching, and the university not providing instructions on coaching students in matters related to cyber ethics/ etiquette and using online learning platforms. 3. to recommend, in light of these perceived challenges and solutions, some measures that may benefit AFL and AH instructors in similar educational institutions and contexts, and HE educators more broadly
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