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TITLE OF DISSERTATIONPerception of Saudi Female Higher Education Students Using Web-based Videoconferencing, aCase Study
A dissertation submitted to The University of Manchester for the degree of Master of Artsin the Faculty of Humanities, School of Education
2009Eman Tariq Mehana
Faculty of Humanities, School of EducationThe University of Manchester
List of ContentsList of figures............................................................................6Abbreviations............................................................................7Abstract.....................................................................................8Declaration ...............................................................................9Copyright statement ..............................................................10Dedication................................................................................11Acknowledgements.................................................................121 Chapter 1: Introduction ......................................................13
1.1 Background .......................................................................................................131.2 Rationale ............................................................................................................. 151.3 Research questions ..............................................................................................151.4 An overview of the arrangement and content of this dissertation ...................... 16
2.1 Introduction .........................................................................................................192.2 Definition and description of the technology ..................................................... 212.2 Classification ..................................................................................................... 221.Compressed video-teleconferencing .............................................................222.Desktop video-teleconferencing....................................................................233.Integrated Services Digital Network (ISDN).................................................232.3 Uses and applications ..........................................................................................242.4 Perceptions and perceived advantages by students and teachers of videoconferencing tools for learning/teaching ......................................................... 262.5 Concerns and factors to consider in using videoconferencing ........................... 342.6 Distance education in Saudi Arabia ....................................................................35
3.1 Theoretical foundations ...................................................................................... 383.2 Interaction .......................................................................................................... 393.3 Social presence ................................................................................................... 40
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3.4 The pedagogy of the media ................................................................................41
4.1 Case study ........................................................................................................... 444.2 Sampling ............................................................................................................. 464.2.1 Sampling in the pilot phase .........................................................................464.2.2 Sampling in the main phase ......................................................................... 464.2 Increasing the quality of the research ................................................................. 474.2.1 Reliability .....................................................................................................474.4 Data sources ........................................................................................................484.2.2 Semi-structured interviews .......................................................................... 484.2.3 Questionnaires ............................................................................................. 494.2.4 Observation ..................................................................................................504.3 Data analysis ....................................................................................................... 514.3.1 The qualitative approach using thematic analysis ....................................... 514.3.2 Advantages of thematic analysis ..................................................................524.3.3 The disadvantages ........................................................................................524.3.4 Procedure of analysis ................................................................................... 531.Developing initial codes from the transcribed conversations........................532.Combining related patterns into sub-themes or categories............................543.Forming the themes.......................................................................................545. Building a valid argument for choosing the themes.....................................554.4 Validity ............................................................................................................... 554.4.1 Triangulation ...............................................................................................564.5 Ethical issues .......................................................................................................564.6 Production of an audit certificate .......................................................................57
5.1 Observation .........................................................................................................585.1.1 The first lesson .............................................................................................585.1.2 The second lesson ........................................................................................ 595.1.3 General observations ....................................................................................595.2 Lecturers’ views and perceptions ...................................................................... 595.3 Themes ................................................................................................................615.3.1 Interaction .................................................................................................... 63
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Perceptions of Saudi Female Higher Education Students Using Web-Based Videoconferencing
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Sections
« prev | next »- List of figures
- Abbreviations
- Abstract
- Declaration
- Copyright statement
- Dedication
- Acknowledgements
- 1 Chapter 1: Introduction
- 1.1 Background
- 1.2Rationale
- 1.3Research questions
- 2Chapter 2: Literature Review
- 2.2Definition and description of the technology
- 2.2Classification
- 1.Compressed video-teleconferencing
- 2.Desktop video-teleconferencing
- 3.Integrated Services Digital Network (ISDN)
- 2.3Uses and applications
- teachers of videoconferencing tools for learning/teaching
- 2.6Distance education in Saudi Arabia
- 3Chapter 3: The Theoretical Framework
- 3.1Theoretical foundations
- 3.3Social presence
- 3.4The pedagogy of the media
- 4Chapter 4: Methods
- 4.1Case study
- 4.2.1 Sampling in the pilot phase
- 4.2.2Sampling in the main phase
- 4.2Increasing the quality of the research
- 4.2.1Reliability
- 4.2.2 Semi-structured interviews
- 4.2.3Questionnaires
- 4.2.4 Observation
- 4.3Data analysis
- 4.3.1 The qualitative approach using thematic analysis
- 4.3.2 Advantages of thematic analysis
- 4.3.3 The disadvantages
- 4.3.4Procedure of analysis
- 1.Developing initial codes from the transcribed conversations
- 2.Combining related patterns into sub-themes or categories
- 3.Forming the themes
- 5. Building a valid argument for choosing the themes
- 4.4.1 Triangulation
- 4.5Ethical issues
- 4.6 Production of an audit certificate
- 5Chapter 5: Results
- 5.1.1The first lesson
- 5.1.2The second lesson
- 5.1.3General observations
- 5.2Lecturers’ views and perceptions
- 5.3.1Interaction
- Encouraging students to ask questions
- Tools used in expressing ideas and asking questions
- Concerns about interaction
- Students’ visions/preference about the best time for interaction
- The physical absence of the lecturer
- 5.3.2Activities using Breeze features
- Breeze is a user-friendly, self-explanatory application
- Providing efficient features
- Features not used
- Meeting students’ needs for logistical convenience
- 5.3.3Feelings
- Enthusiasm
- Comfort
- A positive influence
- Flexibility (taking the session online while at home)
- Providing new positive educational opportunities and atmosphere
- 5.3.4Difficulties
- Facing technical difficulties
- Help with troubleshooting
- The need for an Arabic version
- 6Chapter 6: Discussion
- Tools used in interaction
- The socio-cultural context: how shyness affects student interaction
- The Arabic language
- Meeting students' needs for logistical convenience
- 6.3 Activities using the Breeze features
- Focus vs. distraction
- 7Chapter 7: Conclusions and Future Implications
- 8Appendix A: The Questionnaire for the English students
- 9 Appendix B: The Questionnaire for the Arabic students
- Appendix E: The Saudi National Strategy for E- learning and Distance Learning
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