Education Institutions In Oman Research Articles

Success Factors of Total Quality Management (TQM) Practices: A Case Study of University of Technology and Applied Sciences (UTAS) in the Sultanate of Oman

The aim of this study is to examine the Total Quality Management (TQM) procedures at the University of Technology and Applied Science (UTAS). This involves assessing variables such as top management commitment, continuous improvement, employee development and empowerment, and strategic management. Subsequently, the study seeks to determine the essential success factors for implementing the TQM system at UTAS. A questionnaire was created involving TQM at a higher education institution in Oman, specifically focusing at UTAS. It consists of demographic information, top management commitments, continuous improvements, employee development and empowerment, and strategic management. As part of the study's convenient sampling technique, 300 fully completed questionnaires from seven Colleges of Technology functioning within UTAS were gathered. The TQM procedures were evaluated in conjunction with factor analysis which was conducted using the t-test. The survey reveals that there is a significant relationship between TQM practices and top management commitment, continuous improvement, employee development and empowerment, and strategic planning. The study highlights quality as the most crucial method in higher education, sheds light on the essential success factors for implementing TQM at UTAS and provides future improvements in various areas of operations for UTAS.  

Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior

The shift toward electronic learning due to the COVID-19 pandemic has created many opportunities to shape Oman’s learning styles. This study explores the factors that affect students’ acceptance of blended learning (BL) in higher education institutions in developing countries, focusing on Oman. The study examines the impact of demographic and social factors, attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual use of BL among students. The Theory of Planned Behavior (TPB) was used as a theoretical framework to understand the decision-making processes surrounding BL adoption. Hypotheses are formulated and tested using statistical analysis of survey results. The questionnaire was distributed to students from Sultan Qaboos University in Oman. The data collected were analyzed using inferential predictive modeling methods such as multiple regression analysis and Pearson correlation. The findings indicate that students have a positive attitude toward BL and are likely to choose it in the future. The study also reveals that demographic characteristics and various dimensions, such as attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual usage, influence students’ acceptance and utilization of BL. The results contribute to the existing literature and provide insights into the factors that affect BL adoption in developing countries.

Environment Sustainable Practices in Higher Education Institutions in Oman

This research aims at understanding the extent to which HEIs in Oman undertake various initiatives to increase environmental sustainability. In so doing, the research applies survey method to collect data. Survey questionnaires were issued electronically. A total of 105 completed responses have been collected. These data are analyzed applying quantitative research technique to analyze the data. Analysis shows that the respondents are aware about the term ‘environmental sustainability’. Moreover, majority of the respondents agree that their HEIs link environmental sustainability to their mission and vision. The respondents have further positively replied that HEIs motivate them to care more about the environment. The survey results further show that students always strive to keep their campus clean through different means such as managing study materials electronically instead of printing. In addition, students tend to conservation energy by avoiding unnecessary use of energy. However, students are of the opinion that they need more opportunities to study courses related to environmental sustainability. Faculties have stated that they spontaneously motivate students to become environmentally friendly. These findings have enormous policy implications for HEIs and regulatory authorities.

IMPLEMENTING DISCIPLINE-SPECIFIC WRITING SUPPORT FOR UNDERGRADUATE STUDENTS IN THE OMANI CONTEXT

This paper evaluates how a writing centre in a private higher education institution in Oman supports discipline-specific academic writing for undergraduate students in Computing, Business, and Electronics Civil and Mechanical Engineering. One of the key interventions introduced by the centre was adopting a writing in the disciplines (WID) approach by offering scheduled writing classes for selected modules in these disciplines and incorporating genre-based pedagogy in final-year capstone projects. The embedded sessions were designed to support 550 students enrolled in seven modules across the three disciplines in meeting their coursework requirements. Integrating this intervention into the curriculum involved close collaboration with subject teachers to understand the assigned genres, designing relevant course materials for synchronous and asynchronous learning, and implementing innovative and research-informed pedagogies. Students were also offered individual consultations to complement the support offered during the classroom sessions. This study attempts to evaluate the effectiveness of these embedded modules and the genre-based pedagogy approach for the capstone projects undertaken by final-year students. Feedback was collected from students, as well as the faculty members involved, through the institutional module evaluation surveys and feedback forms. The findings indicate that there is significant improvement in the quality of assignments of those students who availed the services of the center. Although the interventions are specific to these programmes and contexts, they may provide a model for other writing and language centres to develop innovative pedagogical models to support disciplinary student writing at both undergraduate and postgraduate levels.

KAIZENA: A TOOL FOR INDIVIDUALIZED AUDIO FEEDBACK ON ACADEMIC WRITING

Providing effective feedback through audio technology to promote academic writing has yet to be fully explored in higher education institutions today. This paper reports on an investigation of how the final level foundation students have perceived the impact of Kaizena as a digital audio feedback tool in the context of a higher education institution in Oman named the Middle East College (MEC). The Kaizena platform was more specifically evaluated in terms of its effectiveness as to foundation students’ provision of personalized audio feedback concerning their academic writing. The paper adopted an interpretive epistemological stance with quantitative and qualitative inquiries to seek EFL students’ perceptions. A set of questionnaires was distributed to 60 students at English foundation levels to collect their satisfaction on the tool in question while a focus group of 6 EFL students taking up an academic writing course were interviewed to elicit their deep analytical responses towards the investigated modality of feedback. Overall, the data-driven results revealed positive responses from the participants, assuring that Kaizena is an effective tool to be used to ultimately enhance their academic writing skills. Implications on the usefulness of the Kaizena and its potential applicability and dissemination in a wider context of HEIs worldwide are discussed. 

ESTABLISHED PRACTICES, CHALLENGES AND ACHIEVEMENTS IN CREATING INCLUSIVE ENGLISH LANGUAGE CLASSROOMS IN OMAN’S INSTITUTIONS OF HIGHER EDUCATION

Research in the context of Oman’s higher education indicates that well-established support service systems and procedures, innovations in technology and English language pedagogy could be crucial for special needs undergraduate students’ language learning and their effective inclusion into the classroom. However, limited attention has still been reported on the common teaching and learning practices, as well as challenging and successful episodes of such practices that could be incremental to the context. This design-based study yielded data and descriptive information collected in order to better understand teachers’ unique perspectives and opinions about English language inclusive teaching practices currently employed across higher education institutions in Oman. Accounts on challenges and achievements in creating inclusive English language classroom were gathered through the structured interviews with six faculty of the Centre for Preparatory Studies at Sultan Qaboos University. The analysis involved data management, description, and identification of the themes that brought meaning and unified diverse experiences into meaningful wholes. The results of the study reveal sensitivity and very positive attitude shown by teachers toward inclusive English language teaching. However, there are several challenging aspects, including misinterpreted concepts, limited knowledge and expertise. Though the study looked only at teachers from one institutions of higher education, it is evident that search for both formal and informal means of helping teachers in developing new insights into inclusive language pedagogy is essential. Being supplied with access to relevant teacher professional development and resources on innovations in education and technology, the teaching community will be provided with better pedagogical tools, and many barriers in teaching and learning will be removed.

Pre-service Teachers’ Reflections on Prior Experiences of Learning Social Studies

Reflection on prior learning experience is important for the professional development of pre-service teachers. Yet, little attention has been paid to how prior learning experiences influence pre-service teachers’ instructional practices. The purpose of this study was to examine pre-service teachers’ prior learning experiences of social studies and how they influence their instructional practices. This study involved a sample of 108 pre-service teachers in one teacher education institution in Oman. Qualitative data were gathered through online open-ended surveys and unstructured interviews. The findings indicated that pre-service teachers had been subject to a wide range of positive and negative experiences relating to their teachers, teaching and learning, and the subject. Given some issues in participants’ statements on memorization, overloaded content, and limited outdoor activities, it appeared that textbook-centered instruction dominated social studies classrooms. The findings from the interviews revealed that prior learning experiences influenced pre-service teachers’ instructional practices in three ways, encouraging them to: implement student-centered approaches, care about student engagement, and develop student interest in the subject. The study showed evidence that although participants associated their teachers with both positive and negative learning experiences, the teacher played a key role in shaping their prior learning experience and instructional practices.

Analysis of E-Learning System Use Using Combined TAM and ECT Factors

The use of e-learning systems has become widespread in higher education institutions in Oman. However, understanding of factors that influence student acceptance and usage of these systems is lacking. This study combined the factors of the Technology Acceptance Model (TAM) and Expectation–Confirmation Theory (ECT) to examine the acceptance and use of e-learning systems by students in Omani HEIs. A survey was conducted with 220 students from Al-Buraimi University College in Oman to collect data on perceived usefulness, perceived ease of use, behavioral intention, and e-learning system use. A model was created by merging eight interactions between TAM, ECT, and seven variables. The results showed that perceived usefulness and ease of use were significant predictors of students’ intention to use e-learning systems, and behavioral intention had a direct effect on the actual use of e-learning systems. These findings provide valuable insights for e-learning system designers, developers, and educators in Oman and similar contexts to design and implement e-learning systems that meet student needs and expectations.

Instructors’ Perceptions of Intelligent Tutoring Systems and Their Implications for Studying Computer Programming in Omani Higher Education Institutions

It is a serious problem that universities worldwide, especially in the middle east, have a high rate of failure in programming courses. To overcome this issue which could probably be due to students’ lack of engagement, motivation and problem-solving skills, the Intelligent Tutoring System (ITS) can be an effective tool for enhancing student learning. Despite its effectiveness, no prior research has been conducted on the impact of using ITS in higher education institutions in Oman. This study therefore investigates the perceptions of Omani University instructors to determine the levels of awareness, readiness and challenges among Omani higher institutions concerning their integration of ITS. Also, to investigate the reasons for the poor achievement of students in programming courses. We adopted two approaches in this study. First, quantitative research was conducted via a 5-point Likert scale questionnaire distributed to 59 programming instructors from different higher education institutions. Second, quantitative research was interviewing 10 instructors. Our questionnaire data reveal that most of the participants are aware of ITS’ effectiveness in the learning process. They believe that Oman’s higher education institutions are ready to adopt ITS if sufficient training and support is provided. Via text mining, our interview data illustrates the reasons behind poor performance in programming courses which includes English language barriers, deficient critical thinking, lack problem-solving skills and inadequate modes of teaching. This study clarifies the situation of higher educational institutions in term of their awareness, redness and the challenges that they may face in adopting ITS.

Effective advising: How does academic advising influence student learning outcomes in higher education institutions in Oman?

This study examines the effectiveness of the academic advising system in higher education institutions in Oman, with an emphasis on the College of Banking and Financial Studies in Muscat. The study adopted a sequential mixed approach (SMA), combining qualitative and quantitative methods. A structured questionnaire involving 128 advisees, in addition to in-depth interviews with three advisors, have been employed in the data collection. The study used exploratory factor analysis (EFA) and non-parametric tests of chi-square and Spearman rank correlation to conclude that advisee-induced factors as well as advisor-induced factors have an influential impact on the effectiveness of the academic advising process. Furthermore, the study established a positive link between advisee performance and satisfaction with academic advising. The implications of the factors influencing the academic advising process were discussed, and some recommendations were made to enhance the effectiveness of academic advising in higher education institutions in Oman.

Development and Validation of a University Governance Index for the Higher Educational Institutions in Oman

AbstractThis article aims to develop an index to measure the “university governance” construct based on the data collected using two surveys. This index will assess the corporate governance at the higher education institutions (HEIs) in Oman. Most HEIs do not have an effective mechanism to determine the effectiveness of the university governance system. The article aims to develop a university governance index (UGI), drawing the data from two surveys, the Governance Survey and the Management Survey, conducted at the University of Buraimi, Oman. The survey was administered to fifteen members, including the board of trustees, board of directors, and executive management. In contrast, the management survey was administered to forty-five managers and staff of the university. The first survey included Likert and binary items, whereas the second had only Likert items. The reliabilities of constructs with Likert items were evaluated using Cronbach’s alpha (α), and some of the constructs with binary items were evaluated using Kuder-Richarson 20 (kr20). After necessary modifications, an acceptable level of reliability was achieved in each construct. To develop a UGI, the authors assumed an unknown deserving value for UGI and estimated it using the observed values of the survey responses. In addition, to evaluate the index, the authors generated data from distributions with known parameters. Then, the sample index’s possible values were compared with the population index’s actual value and calculated based on the known parameters. The bias and the root mean squared error of the estimator were evaluated using generated data in 1,000 simulations and were found to be small. The authors found that the university governance questionnaires developed for assessing the university governance at higher educational institutions in Oman provide reliable data. In addition, the method of calculating the index also seems to produce a fairly accurate measure of this construct. HEIs can use this index to determine the effectiveness of the university governance system. To the best of the authors' knowledge, this is the first empirical attempt at developing a UGI in the Gulf Cooperation Council (GCC) region. This index will assist higher education institutions in assessing the level of university governance at the institution and plan for improvement accordingly.

Limitations and Challenges of Online Teaching at Higher Education Institutions in Oman

Higher education institutions have opted for online teaching due to COVID-19 Pandemic as delivering classes online was the only available option to continue their teaching and learning activities. Higher education institutions were found to be more dynamic during their utilization of electronic platforms in delivering their activities and due to the unclarity of COVID, it seems that online teaching and learning will remain a crucial part of higher education due to its flexibility, accessibility, and convenience. However, to determine whether online teaching is the best choice for higher education institutions, it’s imperative to shed some light on the challenges and limitations of teaching online to enable institutions in Oman to decide on the future of their teaching and learning activities. Therefore, this study intends to examine the limitations and challenges of online teaching in Oman. The study data was collected by employing a questionnaire survey and distributed to all higher education institutions in Oman. We have received responses from a total of 25 higher education institutions that have participated in the study of which 12 are private universities representing 48%, 9 are public private colleges accounting for 36%, and 4 are university colleges accounting for 16%. The study revealed that the challenges faced by HEIs were student participation and active involvement, evaluation of performance, absenteeism, and insufficient knowledge of the use of online tools, and technologies both by instructors and students. Some of the limitations identified in using technological tools for teaching and learning were the efficiency of internet connectivity which disrupts the teaching engagement, restricted access to some of the technological tools, ineffective ways to gauge academic integrity, and inability to exhibit the capabilities and skills of learners.

Lessons learned from implementing a virtual flipped classroom during COVID-19: An autoethnography

The virtual flipped classroom has become a common practice in higher education during the COVID-19 pandemic. I used autoethnographic research to explore my personal teaching strategies and the challenges encountered while implementing a virtual flipped classroom during remote teaching in a higher education institution in Oman. A thematic analysis of the autoethnography account and interviews with two university teachers identified three themes: benefits of the virtual flipped classroom, challenges of the virtual flipped classroom and strategies for implementing the virtual flipped classroom. A framework for implementing this classroom style is proposed to guide higher education instructors when employing a virtual flipped classroom.

Extending the unified theory of acceptance and use of technology to investigate determinants of acceptance and adoption of learning management systems in the post-pandemic era: a structural equation modeling approach

ABSTRACT Despite the disruptive effects of COVID-19 on higher education institutions, the pandemic has enforced the intensive and sustained integration of new digital technologies and platforms into Education, a case that has instigated new contexts for online learning research. A considerable proportion of empirical literature advocates that perceived fear associated with the pandemic is positively related to protection motivation and, hence, online learning acceptance. The current study aims to extend one of the prominent technology acceptance theories, namely, the Unified Theory of Acceptance and Use of Technology (UTAUT), and diffusion of innovation of theory (DIT) to investigate the acceptance and adoption of learning management systems (LMS) among students and faculty. A cross-sectional survey study has been conducted in a higher education institution in Oman, involving a sample of undergraduate students and faculty. The findings have indicated that perceived corona fear has significantly influenced perceived effort expectancy and performance expectancy, whereas facilitating conditions and technological innovativeness, contrary to the forecasts, have not significantly affected intention. Based on its findings, the current study suggests several practical implications for promoting the pedagogical efficacy of online learning elements within comprehensive blended learning models in higher education institutions in the post-pandemic era.

Difficulties in Academic Writing in English as a Second/Foreign Language from the Perspective of Undergraduate Students in Higher Education Institutions in Oman

The English language is the medium of instruction in Omani Higher Education Institutions (HEIs), and mastering writing in English has become a requirement for success. This study aims to investigate the challenges faced by the learners at the tertiary level when writing English from learners’ perspective and to determine what teaching approach students consider the most effective. A survey was conducted for the purpose of focusing on two main domains, the difficulties faced by them from their perspective, and the strategies they deem helpful. The results show that students’ main challenges are the limited vocabulary and range of grammatical structures, inability to comprehend reading texts, and difficulties in summarizing and paraphrasing. Findings also show that the most helpful strategies, from students’ point of view, are feedback from the teacher, both specific and general, extensive reading about the topic, using a dictionary, examining writing models, and writing multiple drafts.

A Study of Teachers' Experiences and Perceptions of Research-Teaching Nexus in HEI (Higher Education Institutions)

Due to institutional accreditation requirements, the linkage between research and teaching has become increasingly important for higher education institutions in Oman over the past few years. This study describes teachers' experiences and perceptions of the research and teaching nexus in Oman's higher education college. Staff at International Maritime College Oman (IMCO) were taken as samples to confirm the study's themes. This paper aims to study the views of faculty about integrating research into teaching and the factors that strengthen or weaken the nexus. Primary data was collected via survey questionnaires and focus group discussions. The finding indicates that staff perception of integrating research into teaching is diverse. However, the majority confirmed the positive contributions of integrating research into teaching. The study also finds that student engagement in research will improve undergraduate education. Hence, integrating research as part of the staff load, allocating some budget and training staff on how to conduct research will help improve staff and students' research engagement, which improves teaching quality. This study contributes to the debate around the research-teaching nexus in Oman's colleges and universities of higher education.
  
 Received: 26 April 2022 / Accepted: 30 June 2022 / Published: 5 July 2022

Arab EFL Learners’ Writing Errors: A Contrastive Error Analysis Study

The present study delved into the impact of students' L1 (Arabic) morphosyntactic system on their L2 writing skills; the influence of Arabic socio-cultural and educational context (where students learn L2) on students’ writing; students’ attitude towards L2 writing and EFL teachers’ perceptions and interpretations of students' writing difficulties. The study was conducted in 8 public higher education institutions in Oman. The participants of the study were 598 Omani EFL students who studied at The General Foundation Program and 54 EFL teachers. The study was underpinned by two theories: transfer of learning theory (Thorndike & Woodworth, 1901) and interlanguage theory (Selinker, 1972). The conceptual framework was arrived at by employing two models, contrastive analysis (CA) and error analysis (EA). A mixed-methods approach was used to collect quantitative and qualitative data employing a questionnaire, semi-structured interview, and a writing test (essay writing). The findings revealed that students’ intralingual (L2 rules) errors were larger than their interlingual (L1 interference) errors. It was also found that students had a positive attitude towards L2 learning. Further, the teachers’ interviews confirmed that teachers were cognizant of students’ writing errors but they could not identify and determine the sources of those errors.

Determinants Contributing to EFL Teachers’ Motivation in The Ministry of Health Higher Education Institutions in Oman

The purpose of the current study was to explore the intrinsic and extrinsic determinants that contributed to 57 EFL teachers' motivation who worked in 9 higher education institutions that functioned under the auspices of the Omani Ministry of Health. The study also proposed to examine the factors that hampered the EFL teachers' motivation and measure their motivation level as well. The theoretical framework of the present study was based on the self-determination theory (for instance, Ryan & Deci, 2000) especially the categories of extrinsic and intrinsic motivation which outline self-determination theory (Dörnyei, 2001, 2005). A mixed-methods approach was used to collect quantitative and qualitative data employing a questionnaire and semi-structured interviews. The questionnaire was administered to 57 EFL teachers and 15 teachers were interviewed. The findings revealed that the EFL teachers' motivation was governed by some extrinsic factors, for instance, apt work environment, gratifying pay, and perks, an atmosphere of geniality and companionability, administrative support, Head of Department backing, preferment system, availableness and accessibility of teaching resources, job description, cooperative colleagues, relationships with students and professional training and development. Further, the teachers were intrinsically motivated by their ardor for teaching, students' success and achievements, and entitlement to autonomy.

Post-COVID-19 Challenges and Opportunities for Higher Education Institutions in Oman: A Study of Modern College of Business and Science

Post-COVID-19 Challenges and Opportunities for Higher Education Institutions in Oman: A Study of Modern College of Business and Science

Perceptions of Learners and Instructors towards Artificial Intelligence in Personalized Learning

The goal of this research is to find out how learners and instructors view Artificial Intelligence in personalized learning. To uncover variations in learners and instructors’ sentiments regarding Artificial Intelligence in personalized learning, the primary data obtained from learners and instructors was analysed using Independent-Samples Mann-Whitney U Test and Independent-Krushkal-Wallis Test. In the 91 investigated samples of learners and instructors’ responses, the study found that both of them holds positive perceptions towards Artificial Intelligence implementation in personalized learning at Higher Education Institution in Oman. Furthermore, the positive attitude is not statistically dependent or influenced by the profession (learner and instructor), gender (male and female) category, and environment such as level of Internet speed (very slow, slow, moderate, fast, and very fast).