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1
O'Rourke, Susan. "Teaching journalism in Oman: Reflections after the Arab Spring." Pacific Journalism Review : Te Koakoa 17, no. 2 (October 31, 2011): 109–29. http://dx.doi.org/10.24135/pjr.v17i2.354.
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Between 2005–2011, the New Zealand Tertiary Education Consortium (NZTEC) was contracted to the Ministry of Higher Education (MOHE) in the Sultanate of Oman. This long-term, long-distance off-shore education contract committed four New Zealand universities to providing degrees in four discipline areas (as well as English language support) within the Omani Colleges of Applied Science. As part of this process, AUT University’s Bachelor of Communication Studies was redeveloped for delivery in Oman. This case study will focus on the Journalism major and in particular the nature of the courses within this major, the difficulties encountered in re-developing them and the challenge of delivering them under these particular circumstances in this particular time frame. The wider picture of the type of journalism practised in Oman; what is expected of—or indeed possible for― journalists in that society; and journalism as a force for democracy in Arab countries will also be briefly discussed.
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Mohamed Emam, Mahmoud, and Yasser F. Hendawy Al-Mahdy. "Teachers’ efficacy for inclusive practices in the Sultanate of Oman: Effect of gender and teaching experience." School Psychology International 41, no. 2 (December 23, 2019): 170–92. http://dx.doi.org/10.1177/0143034319895062.
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The current study investigated teachers’ efficacy for inclusive practices (TEIP) in public schools in the Sultanate of Oman, exploring the effect of teacher gender and years of experience. The TEIP scale was administered to teachers in Oman. Participants included 287 basic school teachers selected from schools identified as embracing and implementing inclusive practices in the capital and largest city of Oman. Confirmatory factor analysis supported the three-factor model of the Arabic version of the TEIP scale. Omani teachers showed high levels on TEIP three dimensions and general construct. Gender differences were found in TEIP general factor, efficacy in using inclusive instruction (EII), and efficacy in collaboration favoring female teachers, whereas no gender differences were found in efficacy in managing behavior. Novice and experienced teachers reported higher TEIP in efficacy in collaboration compared to teachers with moderate experience, whereas experienced teachers and teachers with moderate teaching experience reported higher TEIP compared to novice teachers. Implications of the study results are discussed in relation to the development of inclusive practices in Oman.
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Albarashdi, Saleh Hamed, and Muhammed Masum Billah. "Restrictive Conditions for Free Uses of Copyrighted Materials under Omani Law and Their Implications for Users’ of Copyrighted Materials." Journal of Arts and Social Sciences [JASS] 10, no. 3 (December 31, 2019): 35. http://dx.doi.org/10.24200/jass.vol10iss3pp35-45.
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Omani Copyright and Neighboring Rights Law of 2008 contains a list of exceptions to the exclusive rights of copyright holders. These exceptions allow people to copy and use copyrighted materials in certain cases without paying any fees or obtaining any permission from the copyright holders. The exceptions cover free uses for purposes like teaching, education, quotation in another work, dissemination of news etc. However, the Omani Copyright and Neighboring Rights Law puts many conditions for such free uses. Some of these conditions mirror similar conditions under the Berne Convention and other copyright conventions to which Oman is a party. Other conditions under Omani law are more restrictive than those that appear under international conventions. These additional conditions restrict the scope of free uses of copyrighted materials in Oman. Yet, some countries like USA and Canada, despite their being parties to the same international conventions, have much wider exceptions under their national legislation. The paper, therefore, recommends that Oman should follow the legislative approach of those countries in order to widen the scope of copyright exceptions for the benefits of users of copyrighted materials in Oman.
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Bindah, Eric V., and Hesham A. E. Magd. "Teaching Entrepreneurship in Oman: Successful Approaches." Procedia - Social and Behavioral Sciences 219 (May 2016): 140–44. http://dx.doi.org/10.1016/j.sbspro.2016.04.055.
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Al-Ma’ani, Musallam, and Al Ghalia Al-Kindi. "Translation and EFL in Oman." Journal of Arts and Social Sciences [JASS] 8, no. 3 (February 16, 2018): 5. http://dx.doi.org/10.24200/jass.vol8iss3pp5-14.
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The history of the didactics of translation indicates that it has been effectively used in the teaching of foreign languages. In the case of English as a Foreign Language (EFL), translation can have a sufficiently facilitating role in its teaching and learning. Particularly for the teaching of EFL in Oman, where English is taught at all stages of the educational system, translation from and into Arabic and English may improve the mastery of English. But there is disagreement among EFL teachers on the use of translation in their classes. This paper explores the views of EFL teachers in Oman with regard to the feasibility and usefulness of translation in EFL teaching. Findings suggest that EFL teachers in Oman are almost split on this vital issue.
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Rawahi, Nasser Al, and Ahmad Yousef. "Teaching Efficacy Level of Physical Education Teachers in Oman and Kuwait Countries: A Cross-Sectional Study." International Journal of Higher Education 10, no. 2 (January 26, 2021): 9. http://dx.doi.org/10.5430/ijhe.v10n2p9.
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The aim of this study is to explore Omani and Kuwaiti physical education teachers’ teaching efficacy level and to determine differences in terms of gender variables. The sample consisted of 164 physical education teachers from Oman and 187 from the State of Kuwait. There were 49.9% male physical education teachers and 59.1% female physical education teachers from both countries. Data were collected through a developed teaching efficacy scale, which was borrowed from the literature, consisting of 5 main categories: content knowledge, pedagogical special knowledge, general teaching, classroom management, and assessment in physical education. Generally, the results revealed that physical education teachers hold a positive and medium level of teaching efficacy. In addition, physical education teachers in the State of Kuwait possessed higher levels than Omani physical education teacher in all dimensions except in the general teaching and classroom management dimensions. Furthermore, the level of teaching efficacy was higher for female physical education teachers compared to their counterparts. Further recommendations for future studies are also suggested.
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Musharrafi, S., W. Al-Ruzaiqi, and S. Al-Adawi. "Mental health stigma among Oman Medical Speciality Board (OMSB) residents." European Psychiatry 41, S1 (April 2017): S516. http://dx.doi.org/10.1016/j.eurpsy.2017.01.675.
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BackgroundArab/Islamic culture such as those in Oman has been prescribed to be part of “collective culture” where family is central to one's identity. It is not clear how mental illness is perceived among young doctors in Oman in the light of modernization and acculturation.AimsExplore the socio-cultural teaching impact on attitudes towards mental health problems among Omani physicians.MethodThe consenting residents were asked to fill self-reported questionnaire Attitudes towards Mental Health Problems (ATMHP). It measure: external shame (beliefs that others will look down on themselves self if one have mental health problems); internal shame (related to negative self-evaluations); and reflected shame (believing that one can bring shame to their family/community). Socio-demographic information was also sought, including age, gender and previous contact with a person with mental illness.ResultsOne hundred and seventy residents filled the questionnaire. The response rate was > 80%. The majority were female. It showed elevated scores in indices of external shame and reflected shame. However, having a history of mental distress or having contact with a person with mental illness have moderate indices external shame and reflected shame.ConclusionThis study suggests that medical education has little eroded societal teaching among physicians under training in Oman. Thus, their attitude toward mental disorder appears to be expressed in term of external shame and reflected shame, which, in turn, encapsulate cultural patterning of shame and the centrality of family identity in Oman. Such socio-cultural teaching could lay groundwork for further research to mitigate mental illness in Oman.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Al-Maamari, Saif. "Incorporating Citizenship Education Framework in Social Studies Teachers’ Education Programme in Sultanate of Oman." International Journal of Humanities and Social Science Research 7 (September 15, 2021): 1–12. http://dx.doi.org/10.6000/2371-1655.2021.07.01.
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Educational system in Oman is attempting to educate Omani students to be "good" citizens in an increasingly globalized society. However, a few studies that have been conducted until now in Oman revealed a gap between the intentions of the educational policy of teaching citizenship education in the schools and the actual practices of teacher education preparation programs. Therefore, any endeavor to develop citizenship in Oman schools will not achieve its goals without taking teacher education into account both pre-service and in-service. Accordingly, the present study aims to propose a framework for developing citizenship education in the initial teacher education in Oman. This descriptive study highlighted the gap between the policy and practice in social studies teacher education. The international literature reveals that student teachers feel insufficiently prepared to develop citizenship and Omani student teachers are not exceptional. Thus, the present study proposed a framework to incorporate citizenship education in the current teachers' preparation programs. Furthermore, the study reveals the inadequate presence of the topic of citizenship in teacher education. Therefore, teachers' understanding of citizenship becomes shallow, which undoubtedly leads to superficial learning on the part of the students. Therefore, a framework was proposed to develop citizenship in teacher education. This framework consists of the rationale behind the change, the Layout of the ground for change in teacher education, the mechanisms of the change, and the areas of the change.
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Al Harthy, Ziyana Salim, Suhailah Hussien, and Hamoud Khalfan Al Harthy. "Improving Interactive Teaching Strategies: Action Research with a Life Skills Teacher in Oman." IIUM Journal of Educational Studies 2, no. 1 (June 30, 2014): 12–32. http://dx.doi.org/10.31436/ijes.v2i1.33.
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Considering Oman’s engagement in educational reforms that are aimed at improving the educational system to fit the needs and challenges of globalization and the current emphasis on the application of Interactive Teaching Methods (ITMs), this study sought to explore the experiences of Living Skills teachers in engaging in AR to improve Interactive Teaching Strategies (ITSs). It explores the experience of an Omani Life Skills teacher’s involvement in the participatory process of guided Action Research (AR) to improve her Interactive Teaching Strategies (ITSs). Focus is on how this involvement helped her improve her teaching as well as her views and understandings of Interactive Teaching Methods (ITMs). The findings indicate that the teacher was able to accomplish a good transformation of her understanding in some of Interactive Teaching principles and better application in her teaching while highlighting the barriers to the implementation of AR, such as lack of support, poor resources, and time constraints. These findings are hoped to contribute to efforts for developing better and focused teacher training methods for IT and AR support and implementation in Oman.
Abstrak
Memandangkan keterlibatan Oman dalam reformasi pendidikan yang bertujuan untuk menambahbaik sistem pendidikan supaya memenuhi keperluan dan cabaran globalisasi dan penekanan semasa terhadap aplikasi Kaedah Pengajaran Interaktif (ITM), maka kajian ini berusaha untuk meneroka pengalaman guru-guru Kemahiran Hidup mengaplikasi Kajian Tindakan (AR) untuk menambahbaik Strategi Pengajaran Interaktif (ITS). Kajian ini meneroka pengalaman seorang guru Kemahiran Hidup yang terlibat dalam proses penyertaan Kajian Tindakan berpandu bagi menambahbaik ITSnya. Fokus kajian tertumpu kepada bagaimana penglibatan ini membantu memperbaiki pengajarannya di samping pandangannya dan pemahamannya tentang ITM. Hasil kajian menunjukkan bahawa guru tersebut berjaya membuat transformasi dalam pemahamannya tentang beberapa prinsip Pengajaran Interaktif dan juga boleh mengaplikasinya dengan lebih baik. Sementara itu kajian dapat juga menjelaskan halangan-halangan dalam melaksanakan AR, seperti kekurangan sokongan, sumber, dan masa. Adalah diharapkan bahawa dapatan ini dapat menyumbang kepada usaha membangun kaedah melatih guru yang lebih baik dan lebih fokus untuk sokongan dan pelaksanaan IT dan AR di Oman.
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Lenchuk, Iryna, and Amer Ahmed. "Tapping into Bloom Taxonomy’s Higher-Order Cognitive Processes: The Case for Multiple Choice Questions as a Valid Assessment Tool in the ESP Classroom." Arab World English Journal, no. 1 (April 15, 2021): 160–71. http://dx.doi.org/10.24093/awej/covid.12.
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This article describes the results of Action Research conducted in an ESP classroom of Dhofar University located in Oman. Following the call of Oman Vision 2040 to emphasize educational practices that promote the development of higher-order cognitive processes, this study raises the following question: Can an online multiple choice question (MCQ) quiz tap into the higher-order cognitive skills of apply, analyze and evaluate? This question was also critical at the time of the COVID-19 pandemic when Omani universities switched to the online learning mode. The researchers administered an online MCQ quiz to 35 undergraduate students enrolled in an ESP course for Engineering and Sciences. The results showed that MCQ quizzes could be developed to tap into higher-order thinking skills when the stem of the MSQ is developed as a task or a scenario. The study also revealed that students performed better on MCQs that tap into low-level cognitive skills. This result can be attributed to the prevalent practice in Oman to develop assessment tools that tap only into a level of Bloom’s taxonomy, which involves the cognitive process of retrieving memorized information. The significance of the study lies in its pedagogical applications. The study calls for the use of teaching and assessment practices that target the development of higher-order thinking skills, which is aligned with the country’s strategic direction reflected in Oman vision 2040.
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Kalbani, Mouza Said Al, Josu Solabarrieta, and Ahmad Bin Touq. "Omani Students’ Perceptive of Communicative Language Teaching Approach in Higher Education in Oman: Its Practice." Proceedings 2, no. 21 (October 29, 2018): 1333. http://dx.doi.org/10.3390/proceedings2211333.
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This study aimed to analyze and understand learners’ attitudes towards Communicative Language Teaching (CLT) approach in a foreign language context in higher education in Oman. In the literature review, learners’ attitudes play a strong role in determining the success of innovations in instructional practices (Savignon and Wang 2003). In addition to that, this study is considered as an evaluative study to explore teachers’ implication of CLT and the impact of this implication on students “communicative competence”, which is considered as an ultimate goal of communicative language teaching in a foreign langue context (FL). The importance of this study is due to its significance to come up with a clear understanding of Omani learners’ beliefs considering teaching and learning process. It also aims to specify the impact of CLT as an effective teaching approach in English as a foreign language (EFL) among higher education students and to specify any difficulties or challenges that might hinder CLT implementation in the Omani context. To achieve this, a quantitative study had been used to collect data from both teachers and learners. The participants of this study were 631 students (189 male and 391 female) who were enrolled in Intensive English language programs (IELP) in Foundation Institute (FI) in two Universities (210 students from public university and 421 students from private university) and those participants were from three different English proficiency levels (247 level 1, 155 level 2 and 229 level 3). The analysis revealed that students perceived classroom’s practice to be more oriented towards using strategic and grammatical competence and less towards sociolinguistic and intercultural competences. Additionally, Omani learners reported statistically significant correlation between CLT practice. The students’ gender, language proficiency and education context affected how students perceived classroom practice.
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Salih, Abdelrahman Abdalla, and Lamis Ismail Omar. "Season of Migration to Remote Language Learning Platforms: Voices from EFL University Learners." International Journal of Higher Education 10, no. 2 (November 18, 2020): 62. http://dx.doi.org/10.5430/ijhe.v10n2p62.
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The abrupt disruption of the traditional face-to-face language instruction due to the unprecedented COVID-19 pandemic has forced many schools and higher learning institutions in Oman and around the globe to establish a virtual learning environment. This crisis-prompted remote learning has been a new experience for most teachers and students alike, a variable that may affect students' learning. Thus, it is significant to understand the students' experience with online teaching and learning. This study explicitly examines online teaching and learning as perceived by English as a Foreign Language (EFL) students of a higher learning institution in Oman. A total number of (112) undergraduate students in Oman acted as a data source by responding to a computer-assisted survey questionnaire. The survey focused on the following themes: overall first-time online language learning experience; online courses; online learning mode and attainment of graduate attributes; effectiveness of online teaching and delivery; utilization and usefulness of electronic learning devices; and e-learning language skills. The findings highlight the significance of exploring learners' online learning experience and its implications for planning, implementing, teaching, and assessing online language education.
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Hussien, Jalal H., and Ibrahim Al-Qaryouti. "Regular Education Teachers’ Attitudes towards Inclusion in Oman." Journal of Educational and Psychological Studies [JEPS] 8, no. 4 (December 1, 2014): 617. http://dx.doi.org/10.24200/jeps.vol8iss4pp617-626.
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The objectives of the study were to investigate regular education teachers’ attitudes towards inclusion and their educational setting preferences for teaching students with disabilities. In addition, the impact of teachers’ gender and teaching experience on the attitudes towards inclusion were examined. Seven hundred three Omani regular education teachers participated in this study. The findings suggest that the Omani regular education teachers held neutral behavior, cognitive, and affective attitudes towards inclusion; and a small minority of teachers believed that full inclusion in regular education classrooms or resource rooms were the best educational settings for educating the students with disabilities in comparison with other educational settings. Finally, the results indicated that there were significant relationships between teachers’ gender, teaching experience, and educational settings preference for educating students with disabilities and teachers' attitudes towards inclusion.
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Al Wadry, Nadia. "Faculty Development Initiatives at the College of Medicine & Health Sciences, Sultan Qaboos University, Muscat, Oman." Sultan Qaboos University Medical Journal [SQUMJ] 20, no. 3 (October 5, 2020): 271. http://dx.doi.org/10.18295/squmj.2020.20.03.005.
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Faculty development is necessary to improve and update teaching and learning methodologies. As such, a variety of learning activities have been designed to improve teaching competencies of individual teachers. The College of Medicine & Health Sciences at Sultan Qaboos University, Muscat, Oman, recognised the need for teacher training in order to bring faculty up-to-date in teaching and assessment methodologies. A programme of regular and one-time interventions consisting of short courses, workshops and a series of lectures was offered. Feedback from the participants and facilitators led to programme expansion and enhancement. This special contribution discusses the impact of the programme on faculty and the college.Keywords: Teacher Training; Medical Education; Oman.
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Goodliffe, Tess. "Personal Development Planning: Addressing the skills gap for engineers in Oman." Learning and Teaching in Higher Education: Gulf Perspectives 2, no. 1 (June 1, 2005): 24–36. http://dx.doi.org/10.18538/lthe.v2.n1.06.
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The aim of this paper is to discuss the decision made last year, by the Caledonian College of Engineering in Oman, to introduce compulsory modules in Personal Development Planning (PDP) at each level of study in the UK-awarded diploma and degree programmes. The primary objective of PDP is to improve the capacity of individuals to understand what and how they are learning, and to review, plan and take responsibility for their own learning. This paper describes how the main topic areas covered in PDP have been introduced to Omani engineering students; the learning/teaching methodology; how these modules are assessed and evaluated and how these areas relate to the needs of current and future employers. The challenges that have been faced during the implementation of these modules in terms of contextualisation (UK modules imported into an Omani environment) and external assessment are also discussed.
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Saleem, Naifa Eid, and Mohammed Nasser Al-Suqri. "Investigating Faculty Members' Beliefs about Distance Education." International Journal of Distance Education Technologies 13, no. 1 (January 2015): 48–69. http://dx.doi.org/10.4018/ijdet.2015010103.
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This research paper aims to investigate the beliefs (perceptions) about distance education(DE) held by the faculty members of Sultan Qaboos Uuniversity (SQU) at the Sultanate of Oman as well as the differences between their beliefs (perceptions) with regards to gender, teaching experience, college academic rank, nationality, etc. This study used a questionnaire as a method of data collection. Findings of the study indicated statistically significant difference in terms of gender. Results show that female faculty members hold positive beliefs (perceptions) about the use of DE in learning and teaching whereas compared to their male colleagues. With regards to nationality, the study found statistically slight differences, wherein the Omani faculty members yielded higher scores on the positive statements and lower at the negative statements.
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Ambusaidi, Abdullah Kh, Suliaman M. Al-Balushi, Saif Al-Hiji, and Ali H. Al- Shuaili. "A Survey of Biology Alternative Conceptions among General Education Students in the Sultanate of Oman." Journal of Educational and Psychological Studies [JEPS] 8, no. 2 (March 1, 2014): 363. http://dx.doi.org/10.24200/jeps.vol8iss2pp363-376.
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This study aimed at investigating Omani general education alternative conceptions in some biological concepts. To achieve this aim, a two-tier MCQs biology test, consisting of 40 items, was constructed. The test was verified by a panel of experts in science teaching to check its validity, whereas the reliability was calculated using Cronbach alpha for internal consistency. Alpha value was 0.85. The test was administered to 1013 students, randomly selected from four educational governorates in the Sultanate of Oman in the 2010/2011 school year. The results of the study showed that Omani general education students held several alternative conceptions in all four domains of the biology: systems and life processes, reproduction and heredity, cell and its functions and diversity and adaptation. Accordingly, the study proposed several recommendations based on the results.
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Al-Balushi, Khalid Mohammed. "Teaching English as Discourse in Sultan Qaboos University." Learning and Teaching in Higher Education: Gulf Perspectives 7, no. 1 (June 1, 2010): 30–41. http://dx.doi.org/10.18538/lthe.v7.n1.18.
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In this paper, I argue that English could be of more relevance to the Arabian Gulf if we conceptualized it as an educational forum for familiarizing students with socio-linguistic conventions relating to a wide variety of text types and for sharpening their critical awareness of the political implications of the uses of English. I make my case against the backdrop of a particular local context in the Arabian Gulf: the current BA programme in English at the College of Arts and Social Science, Sultan Qaboos University, the Sultanate of Oman. I maintain that the programme is predicated upon conceiving of English as a field (or rather fields) of knowledge, as academic disciplines of English literature, linguistics and translation, each with its own sets of concepts and frames of reference. As such, the programme both falls short of being fully theoretically coherent and fails to take into account the recent educational developments in Oman. Drawing upon the theoretical construct of discourse, I propose an outline of an alternative BA programme in English that revolves around the uses of English and their political implications.
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Taderera, Faustino. "Managing constraints in teaching and learning in higher education in Oman: understanding market orientation and quality service delivery." International Journal of Management Excellence 10, no. 3 (April 30, 2018): 1355–76. http://dx.doi.org/10.17722/ijme.v10i3.980.
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The main thrust of this research is to contribute to theory building in the Theory of Constraints (TOC) in logistics management and its applicability in Oman Higher Education Institutions (referred to as HEI right through), with focus on colleges and universities. One of the two major theories of higher education said a blend of theory and practice was the only way to get quality graduates in HEI. The research will explore gaps in knowledge regarding these theories as a contribution to knowledge. Logistics will be looked at in this research as a support function for marketing strategy. Market orientation is a company philosophy focused on discovering and meeting the needs and desires of company or organizational customers through its products mix, and in this instance HEI will be expected to meet foremost the needs of industry and government as employers of graduated students, then the needs of students and society. Axtell quoting Lombardi argued that the quality of university research drove the quality, breadth, and depth of the undergraduate curriculum and that teaching delivered the state of current knowledge while research pursued knowledge at the boundaries of our current understanding, (Axtell, 2016:3510). Field research would shed light on research-teaching nexus in Oman compared to the GCC and the world at large. This will be an intensive in-depth single case study, with Oman being the case. This research paper focused the management of constraints in higher education teaching and learning in Oman and understanding market orientation and quality service delivery. This paper is constructed from the researcher’s PhD thesis as a way of disseminating critical new knowledge on higher education in Oman and globally, for the betterment and benefit of academia and society.
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Breton, Jessica, Louis H. Francescutti, and Yousef Al-Weshahi. "Teaching the Role of Health Advocate: Reflections on two cross-cultural collaborative advocacy workshops for medical trainees and instructors in Oman." Sultan Qaboos University Medical Journal [SQUMJ] 18, no. 3 (December 19, 2018): 286. http://dx.doi.org/10.18295/squmj.2018.18.03.004.
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In March 2014, medical educators from Canada and Oman collaborated to shape the foundation of health advocacy training in Oman. Using existing research and innovative tools, two workshops were developed, representing the first formalised approach to health advocacy for medical trainees in Oman. The development and application of the workshops highlighted many unique challenges and opportunities in advocacy training. This article summarises the process of developing and implementing the workshops as well as feedback from the participants and short-term consequences. Furthermore, this article seeks to explore the complexities of designing a cross-cultural curriculum. In particular, it reflects on how the role of health advocate may be perceived differently in various cultural and societal settings. Understanding and adapting to these influences is paramount to creating a successful health advocacy curriculum that is relevant to learners and responsive to the communities in which they work.Keywords: Patient Advocacy; Medical Education; Social Determinants of Health; Health Promotion; Problem-Based Learning; Cross-Cultural Comparison; Canada; Oman.
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LINDER, B. M. W., A. SAHA, and G. F. D. HESELTINE. "Teaching clinical skills to new medical students: the Oman experience." Medical Education 26, no. 4 (July 1992): 282–84. http://dx.doi.org/10.1111/j.1365-2923.1992.tb00170.x.
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Al-Senaidi, Said, Lin Lin, and Jim Poirot. "Barriers to adopting technology for teaching and learning in Oman." Computers & Education 53, no. 3 (November 2009): 575–90. http://dx.doi.org/10.1016/j.compedu.2009.03.015.
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Zarzycki, Łukasz. "Omani ESL learners perception of their pronunciation needs." Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching, no. 17(1) (February 18, 2020): 99–120. http://dx.doi.org/10.26881/bp.2020.1.04.
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The aim of this study is to analyze Omani ESL learners perception of their pronunciation needs, problems related to Omani students’ pronunciation and strategies which students use to learn pronunciation. The paper also investigates if Omani students are conscious of their pronunciation obstacles. In this study, the observation and perception of Omani university students from Ad Dakhiliyah Region were examined in order to determine their pronunciation needs. As far as English as a Second Language (ESL) classes are concerned, language skills are frequently taught separately and teachers focus more on some skills i.e. grammar, reading, writing and vocabulary than on pronunciation. Seidlhofer (2000) states that some researchers have noted that teachers treat pronunciation skills as the “Cinderella” of ESL teaching and pronunciation is regarded as an extra add-on. It is essential to investigate for a teacher what aspects and strategies of teaching pronunciation are the best for ESL students. The method of data collection was a questionnaire using the sample questions presented by Derwing and Rossiter (2002). The questionnaire was distributed among Omani university learners in Ad Dakhiliyah Region. Students were asked to fill in the questionnaire and return it the next day. The major research problem is focused on the possibility of improvement of pronunciation teaching strategies. The research was conducted by the author during his professional work as a university lecturer in the Ad Dakhiliyah region in the Sultanate of Oman.
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Tawafak, Ragad M., Awanis M. Romli, and Maryam Juma Alsinani. "Student Assessment Feedback Effectiveness Model for Enhancing Teaching Method and Developing Academic Performance." International Journal of Information and Communication Technology Education 15, no. 3 (July 2019): 75–88. http://dx.doi.org/10.4018/ijicte.2019070106.
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There is a need for several applications and technologies in the higher education institutions in Oman to improve faculty-student performance. This exploratory study investigates whether integrating student assessment feedback with e-learning through coursework program of full semester instruction may simultaneously enhance and develop academic performance. In the first phase, a systematic review of the existing literature was carried out to determine the suitable related e-learning articles; then, generate a model of e-learning designed with evaluation forms that can measure the suitability of the technology, for assessment issues. In this study, surveys were distributed to BUC College in Oman to assess their satisfaction. The findings of this article aid in the improvement of the teaching method environment, assessment mechanisms, and student learning outcomes.
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Paquibut, Rene, and Ahmed Al Naamany. "Managing organizational change to meet the research–teaching nexus standard." International Journal of Educational Management 34, no. 4 (December 12, 2019): 782–93. http://dx.doi.org/10.1108/ijem-07-2019-0225.
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Purpose Higher education institutions (HEIs) worldwide are required to acquire accreditation for the sake of their academic reputation at the institutional as well as programs levels. Meeting the requirements of standards established by accrediting bodies can be daunting for HEIs undergoing accreditation for the first time. Drastic organizational change is required to overhaul and implement systems to meet the requirements of quality standards. HEIs in the Sultanate of Oman are determined to acquire and maintain institutional accreditation from the Oman Academic Accreditation Authority (OAAA). The purpose of this paper is to describe how a HEI has undergone organizational change to meet the requirement of the research–teaching nexus standard using Lewin’s and McKinsey 7-S change management models. Design/methodology/approach This is a qualitative research which made use of primary and secondary data. The primary data were collected through focus group discussions and workshops, and documents analysis while internet resources were used for secondary data. The dimensions of the research–teaching nexus were determined through review of the literature which became the basis for evaluating the HEI’s practices in the area. Lewin’s and McKinsey 7-S change management models were combined to provide the conceptual framework for describing the process of change the HEI undertook. Findings Lewin’s and McKinsey 7-S change management models allowed for a systemic and systematic perspective of the change required for the HEI to meet the research–teaching nexus standards and acquire institutional accreditation. The HEI documented its practices, conducted an evaluation and instituted the changes in the dimensions of the research–teaching nexus and the supporting 7-S elements. As final result, the HEI was granted institutional accreditation. Research limitations/implications This is a case study of the experience of an HEI in the Sultanate of Oman in its effort to acquire institutional accreditation from the OAAA. However, this case study can provide insights to a larger audience of institutions in Oman and within the Gulf region (or even outside the region) that are in the process of going through a similar experience. For those who have already undergone a similar exercise, this case study can provide a valuable comparison. Practical implications The practical experience of the HEI in the Sultanate of Oman can provide valuable lessons/insights to those in the praxis of educational management and quality assurance in education. Social implications Quality in education is a social issue. HEIs are pressured to acquire and maintain accreditation as evidence of quality. The case study provides the larger audience a perspective of how much effort HEIs place in this aspect. Originality/value This paper documented the experience of an HEI in the Sultanate of Oman. This is the first paper describing an HEI’s change process in a country which is also implementing a new academic accreditation system. In this paper, two change models – Lewin’s and McKinsey’s 7-S – were integrated to provide a more comprehensive perspective in analyzing organizational change. Review of the literature has shown that these two models have not been used together in one paper, providing novelty to otherwise “classic” models. This paper should be valuable to HEIs pursuing accreditation. It is a “universal” knowledge that acquiring accreditation is a major goal of all HEIs worldwide. The described process of organizational change should be insightful to those who are responsible for steering this process with the goal of acquiring accreditation. Educational leaders at the forefront and center of the change process should find in this paper a valuable reference material, providing a systemic and systematic view of the change they have to lead in order to acquire the much-coveted accreditation. Faculty, staff and students of HEIs can be advocates or sources of resistance. This paper should provide better understanding of the process of change and how they, as stakeholders, benefit from it. Finally, students of educational management and leadership should find this paper as a useful case study for class discussion.
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Mesti, Saadia. "Grammar Teaching: A Case Study of a Pakistani School in Sultanate of Oman." Arab World English Journal, no. 2 (January 15, 2021): 388–99. http://dx.doi.org/10.24093/awej/mec2.28.
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Grammar constitutes an essential element in the learning and teaching of any language. English as a foreign language is being taught in Pakistani government-run schools and in non-elitist private schools. The focal question in this paper centers on the several implications of the teaching process of grammatical concepts. The main aim of this research study is to find out the methods adopted in the teaching of grammar and whether these methods are updated with recent methods recommended in recent research on effective teaching and learning. The content analysis of books and review of teaching methods are used as methodological tools. The results suggest that the grammar teaching methods are outdated, the text material contains misleading explanations, and lack understanding of descriptive linguistic concepts on grammar. The core recommendation is that the grammar teaching methods and text material in question should be reviewed and updated with a more up-to-date material. The significance of the study lies in the fact that it will shade light on the teaching practices of grammar and review updated research on the teaching of grammar, which need consideration in teacher training programs and study material design.
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Ambussaidi, Intisar, and Ya-Fei Yang. "The Impact of Mathematics Teacher Quality on Student Achievement in Oman and Taiwan." International Journal of Education and Learning 1, no. 2 (December 5, 2019): 50–62. http://dx.doi.org/10.31763/ijele.v1i2.39.
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Following the educational reform trend around the world, Oman and Taiwan emphasize on teacher quality to improve student learning. This study investigated the relationship between teacher quality and eighth graders mathematics achievement in Oman and Taiwan by utilizing TIMSS 2011 data. The research question examined to what extent teacher quality as defined by the measurable variables (teacher qualification, teaching practices and professional development) impacts student achievement in Oman and Taiwan. The study employed Ordinary Least Square (OLS) statistical analysis to examine the relationship between teacher quality and eighth-grade student math performance in both countries. The results show that teacher quality indicators in Oman and Taiwan have a positive impact on eighth graders mathematics achievement. However, teacher quality variables that influence student achievement in both countries vary depending on the education context, student characteristics and school factors. The study findings support policy intervention aimed at improving teacher quality and recommends providing more opportunities for participation in content-focused and pedagogical-focused professional development.
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Sharma, Himanshu, and Sunil Prakash Pillai. "Social media technology management in College of Technology in Oman." Journal of International Education in Business 10, no. 2 (November 6, 2017): 147–63. http://dx.doi.org/10.1108/jieb-09-2016-0029.
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Purpose The purpose of this paper is to examine the impact of the constructs – utilitarian, hedonic and social value on the perceptions of the full-time instructors related to their social media technology (SMT) management for learning and teaching practices at workplace. Design/methodology/approach A survey is used to gather the data from 180 instructors (full time) working at one of the colleges owned by the ministry of manpower, Oman. This paper uses reliability analysis to determine Cronbach’s α and analysis of variance for the empirical investigation of instructors’ perceptions on SMT management. Findings The analysis shows that 98 per cent of the instructors use SMTs at their workplace. Social influence is found more dominating than utilitarian and hedonic constructs in impacting on instructors’ intention for SMT use. Findings also claim that higher the use of SMT at workplace stronger the influence on learning and teaching practices of higher education instructors. Practical implications The findings of this study can be used as the recommendations for all the faculty members to use SMTs for their educational, learning and teaching practices. The administration can develop policies to motivate instructors to manage such technologies for professional and personal development to enhance learning and teaching environment at workplace. Originality/value This study is perhaps the leading attempt to use utilitarian, hedonic and social value perceptions of the instructors to investigate the management of SMTs in an academic culture and settings of the developing country in the Middle East (Oman).
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Hasan, Raza, Sellappan Palaniappan, Salman Mahmood, Kamal Uddin Sarker, Mian Usman Sattar, Ali Abbas, Vikas Rao Naidu, and Puttaswamy Malali Rajegowda. "eDify: Enhancing Teaching and Learning Process by Using Video Streaming Server." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 11 (June 4, 2021): 49. http://dx.doi.org/10.3991/ijim.v15i11.20245.
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The study investigates the nature and degree of influence of the range of application usability variables on the learning experience of the students at a specific institution of higher education institution in Oman. The study was carried out via eDify implementation encompassing the usability variables and learning experience of the students. Literature does little to suggest the aforementioned relationship in the context of the Omani higher education. The current study would reveal the variables that are critical to effective technology-based learning of the students. The implications generated through the study would allow the institution involved in the study to effectively implement the variables required for enhanced teaching and learning. The methodology used in the study is divided into an exploratory and the main research. Principal component analysis and a range of regression analyses are conducted to test the relationships between the independent and the dependent variable, “learning experience”. Results suggest that the usability variables have both positive and significant effects on the dependent variable of the learning experience. One usability variable that stands out more than others is the usage of mobile media.
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Emenyeonu, Ogadimma C. "Student-Centered Learning in Oman: Challenges and Pitfalls." International Journal of Learning and Development 2, no. 5 (October 20, 2012): 243. http://dx.doi.org/10.5296/ijld.v2i5.2549.
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Student-centered learning (SCL) is aimed at developing pedagogy that probes into students learning in regard to what they experience and how they engage in the learning context or environment. This paper aims to review what is meant by student-centered learning in the context of Oman, and how this can be achieved. It goes further to explore challenges that tend to deter the implementation of SCL with a view to providing recommendations to improve and enhance SCL in Oman. Following data collected from the focus group discussions, the study reveals that language, culture, lack of student exposure, exported teaching materials, poor perception of SCL by students, among others, is they major obstacles facing SCL in Oman. Based on the findings, the author recommends that for SCL to take root in Oman there should be attitudinal change on the part of students with regard to a better understanding of what SCL is and why it is desirable, and students of opposite genders should be encouraged to work together to articulate their ideas in a disciplined social process of inquiry.
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Al-Qutaiti, Yaqoub Obaid, and Mohaida Mohin. "EFL Teachers’ Perceptions of Grammar Instruction in Oman: Challenges and Recommendations." SMART MOVES JOURNAL IJELLH 7, no. 12 (December 28, 2019): 20. http://dx.doi.org/10.24113/ijellh.v7i12.10236.
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Teachers of English and other concerned educators try hard to make their students be fluent and accurate users of English. In order to achieve that aim, they should ensure that they have students who rarely or never make language errors. During their studying period, students must see the difficulties, challenges, and rewards of using the language correctly and accurately. They have to obtain a better understanding of how language is structured and interconnected logically. More importantly, EFL teachers and other educators should enhance the idea of how students can use correct English in their lives inside and outside classrooms. The main purpose of this study is to investigate EFL teachers’ perceptions pertaining to grammar teaching, correction of students’ grammatical mistakes and the challenges that are prevalent when teaching grammar in the Omani context. In addition, the study advocates some practical recommendations to EFL teachers, supervisors, teacher trainers, curriculum developers and assessment officers ascribed to grammar teaching.
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ALAJMI, Mohammed Saleh. "THE EXTENT TO WHICH ARABIC TEACHERS PRACTICE DIFFERENTIATED INSTRUCTION SKILLS IN THE SECOND CYCLE OF BASIC EDUCATION IN THE SULTANATE OF OMAN." International Journal of Humanities and Educational Research 03, no. 03 (June 1, 2021): 1–12. http://dx.doi.org/10.47832/2757-5403.3-3.1.
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This study aimed to know the extent to which Arabic language teachers practice differentiated teaching skills in the second cycle of basic education in the Sultanate of Oman, and to reveal whether there are statistically significant differences at the significance level (ɑ≤0.05) due to the variables of the human gender and the educational governorates in the extent of practicing Differentiated teaching skills. The study adopted the descriptive approach, and its community consisted of all the first teachers and the first teachers of the Arabic language in the General Directorates of Education in the governorates: North and South Al-Batinah, Muscat, Al-Dakhiliyah and Dhofar, which numbered 175 teachers first and a first teacher, while the study sample was chosen by a simple random method at a rate of 75% It has reached 132 first and first female teachers, and to achieve the aims of the study, a differentiated education skills questionnaire was designed and applied, consisting of three axes: the planning axis for differentiated education, the implementation axis for differentiated education, and the evaluation axis for differentiated education. Among the findings of the study: The extent to which Arabic language teachers practiced differentiated teaching skills in the second cycle of basic education in the Sultanate of Oman was of a medium degree, with an arithmetic mean of 3.16, while the study revealed statistically significant differences attributed to the gender variable in favor of the female teachers. The extent of application of differentiated education skills in the second cycle of basic education in the Sultanate of Oman in the axis of implementation of differentiated education, and in contrast there were no statistically significant differences attributed to the educational governorate variable in the extent of application of differentiated education skills in the second cycle of basic education in the Sultanate of Oman. Among the most prominent recommendations that came out of the study: Promoting Arabic language teachers in the second cycle of basic education who practice differentiated education. To increase the demand for it in teaching practices to high levels. And increasing interest in training programs for Arabic language teachers in the second cycle of basic education to raise the scope of differentiated education practice to high levels
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Hendawi, Manal, Manal Hendawi, and Rashid Juma Almamari. "Using the interactive whiteboard for teaching from the viewpoint of physics teachers in the Sultanate of Oman." Cypriot Journal of Educational Sciences 15, no. 5 (October 29, 2020): 1394–403. http://dx.doi.org/10.18844/cjes.v15i5.5177.
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Interactive whiteboards are provided in most schools in Oman, including those in the Al-Batinah North Governorate of the Sultanate, but many are not activated. Some teachers abandon them despite their presence and prefer to use the traditional blackboard or whiteboard for teaching. This study reveals the views of physics teachers in the Al Batinah North Governorate about the use of the interactive whiteboard for teaching physics. This study adopts a descriptive approach to collecting data from 377 male and female physics teachers, undertaken in the second semester of the 2017-2018 academic year. Statistical analysis shows that the teachers’ responses to the tool were positive and profound, and there were no significant differences in their views about the effectiveness of using interactive whiteboards for teaching due to the variables of gender, educational qualification, or years of experience. This result is satisfactory because of the similarity of the job environment for all members of the sample, which leads to the absence of a difference in the viewpoints of male and female teachers. In light of the results, the study recommends holding workshops and training courses for teachers to develop their skills in using the interactive whiteboard in teaching and conducting similar studies in other provinces with larger samples to generalize the results.
Keywords: interactive whiteboard; teaching; physics teachers; Oman
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Al Balushi, Khadija. "Effectiveness of TESOL Teachers Continuous Professional Development: Perspectives form Oman." Advances in Language and Literary Studies 12, no. 1 (February 28, 2021): 1. http://dx.doi.org/10.7575/aiac.alls.v.12n.1.p.1.
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Teacher continuous professional development (CPD) is perceived as a significant way of improving schools, increasing teacher quality, and enhancing student learning (Vangrieken et al., 2017; Day, 1999). Therefore, educational scholars and policy makers demand CPD opportunities for teachers to help them enhance their knowledge and develop new instructional practices. However, the effectiveness of CPD initiatives and the impact they have on teaching and learning is questionable as reported by many research studies both locally in Oman and internationally (e.g. Al-Balushi, 2017; Antoniou & Kyriakides, 2013). This paper reports the findings of a study, which critically examined the effectiveness of the CPD activities run by the Ministry of Education-Oman for TESOL teachers and the impact of these activities in improving schools, increasing teacher quality and improving the quality of student learning. Data were collected using questionnaires, observations, semi structured and focus-group interview with EFL teachers in Oman. The findings revealed that a number of factors affect English teachers’ CPD in Oman; some of these factors facilitate teachers access to CPD and its’ success while others inhibit that. The data indicates that CPD timing and location can facilitate teachers’ access to CPD while workload and family responsibilities are key inhibitors to CPD access. The findings further showed that suitability and relevance of CPD activity in terms of the topics presented in it and the ideas discussed was reported as an important factor to effective CPD whereas CPD done by unqualified teacher educators can hinder the success of CPD. The study further indicated that the centralised top-down nature of the current CPD system seems to negatively affect the success of CPD in the in-service TESOL context in Oman. The findings suggest that the role of teachers themselves in the provision of CPD is significant; the way teachers are currently marginalized and seen as grateful recipients of CPD do not provide the conditions for intelligent and responsive teaching profession
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Ramachandran, Nithya, and Hanan Mohammed Ali AL Yahmadi. "Challenges Faced by SMEs in Oman." Shanlax International Journal of Arts, Science and Humanities 7, no. 1 (July 1, 2019): 15–25. http://dx.doi.org/10.34293/sijash.v7i1.496.
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SMEs play a significant role in income generation, labour absorption, poverty alleviation and contribution to gross domestic product. The significant challenges faced by them are Lack of basic business knowledge, Lack of market knowledge and information, Lack of adequate finance, complicated procedures and delay in loan disbursement, Limited network, experience and expertise, Reluctant in using modern technology. The study objectives are: to identify the obstacles faced by SMEs in Oman, to understand the difficulties encountered in accessing finance by SMEs in Oman and to study the relationship between the availability of funding and performance of SMEs. The required data were collected using structured Questionnaire from 102 respondents' selected using simple random sampling method. The results show that 47.1% and 37.2% of the respondents felt that gender and age are not an obstacle. Around 54 respondents have ranked that their funds were used for their business while loans from commercial banks were listed as number 2 for accessing finance by 35 respondents. Out 22 respondents who have applied for a bank loan, 13 respondents have faced difficulties in obtaining it. Poor business performance has been ranked number 1, followed by inadequate business planning as a reason for the failure of a bank loan. SMEs need adequate training, finance, and teaching entrepreneurial culture among students.
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Al-Hajri, Salim, and Abdelghani Echchabi. "Exploring Factors Affecting Successful Acceptance of E-Learning: Innovative Technology Solutions in Oman." International Journal of Business Administration and Management Research 3, no. 1 (March 29, 2017): 1. http://dx.doi.org/10.24178/ijbamr.2017.3.1.01.
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Abstract- E-learning is changing the landscape of many educational organizations globally. It has been embraced by many educational organizations in rapidly developing countries such as India, China and Malaysia. Wang (2003) stresses the importance of IT solutions in teaching and learning which is required to develop students’ skills by using more contemporary, resourceful and effective methods such as e-learning technology solutions in the universities. Recently, e-learning has become one of the IT tools which have emerged very strongly in the educational sector and specifically in the higher education. Yet, e-learning technology solutions offered by universities suffer from high cost and quality problems, and hence lack of acceptance. As such, this paper examines the factors affecting successful acceptance of e-learning technology solutions offered by colleges and universities in Oman from students’ perspective. The findings of this study will enrich the knowledge of students’ acceptance of e-learning in the Omani colleges and universities.
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Tawafak, Ragad M., Awanis Romli, Sohail Iqbal Malik, Mohanaad Shakir, and Ghaliya M. Alfarsi. "A Systematic Review of Personalized Learning: Comparison between E-Learning and Learning by Coursework Program in Oman." International Journal of Emerging Technologies in Learning (iJET) 14, no. 09 (May 14, 2019): 93. http://dx.doi.org/10.3991/ijet.v14i09.10421.
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There is a need for several applications and technologies in higher education institutions in Oman to enhance the educational process. This systematical study investigates the simultaneous influence of technology implementation with e-learning and traditional coursework program instruction on the enhancement and development of an assessment method for undergraduates in different programs. This paper aims to analyze the current articles that handle with the learning process and compare between the understanding and acceptance of E-Learning mechanism and traditional coursework method of teaching for improving assessment method and evaluation of academic performance. The method works on the benefits of increasing E-Learning process for educational skills as an assistance tool with faculty material and class discussion. In this study, surveys were distributed to two different universities and college in Oman to assess their satisfaction in the learning model. The findings of this paper assisted the model that may help to improve both the teaching method and academic performance of student learning outcomes.
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Al Saidi, Faisal, Issa Al Hinai, and Basim Al Mushaifri. "Education Resilience in the Time of COVID-19." Arab World English Journal, no. 2 (January 15, 2021): 273–83. http://dx.doi.org/10.24093/awej/mec2.20.
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Due to the world pandemic, COVID-19, higher education institutions (HEIs) have found themselves in an unprecedented situation. Like no other time before, this pandemic has posed a serious test of resilience of HEIs – hence, the current study sets off to seize this opportunity to study the resilience of Omani HEIs. HEIs in Oman have devised contingency plans in light of the directives and declarations received from the government Supreme Committee responsible for handling the impact of COVID-19. The study aimed at examining the directives received by Omani HEIs against the framework of the securitization theory in order to identify the substances of the basis on which HEIs built their teaching and learning plans. The study was also planned to closely investigate the individual experiences of various stakeholders directly involved in the implementation of the contingency of the teaching and learning plans. Data were collected using document analysis and analysis of reflective texts. Discourse content analysis was applied in order to understand the lived experiences of stakeholders and to identify what shaped their experiences. The discourse of the collected data was analysed using the approach of thematic analysis which helped to identify recurrent patterns concerning the teaching and learning plans of some Omani HEIs during COVID-19. A number of challenges along with the challenges of other HEIs worldwide were identified, such as uncertainty and lack of resources and experience in online teaching and learning. The discussion of the findings in this study revealed dichotomies, as well as agreement, in the way stakeholders perceive aspects of the contingency plans of teaching, learning and assessment. On the basis of this finding, the study calls for a more nuanced approach to strengthen the resilience of higher education. Particularly, the study recommends incorporating processes of normalization of teaching and learning as well as of assessment in HEIs delivery modes as a way to consolidate HEIs’ resilience.
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AL-AMRI, MOHAMMED. "Assessment techniques practiced in teaching art at Sultan Qaboos University in Oman." International Journal of Education Through Art 7, no. 3 (October 11, 2011): 267–82. http://dx.doi.org/10.1386/eta.7.3.267_1.
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Eatemadi, Arash, Aiman Al Wahibi, Hilal Al shibli, and Ali Al reesi. "2267. Epidemiology of Candida auris Candidemia in a Teaching Hospital in North of Oman: One-Year Survival." Open Forum Infectious Diseases 6, Supplement_2 (October 2019): S776. http://dx.doi.org/10.1093/ofid/ofz360.1945.
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Abstract Background Recent emergence of Candida auris as a multidrug resistant fungal pathogen, is a serious concerns for public health. However, there is a paucity of reported cases from Oman. Literature search resulted in finding only 7 cases from Oman, reporting C. auris infections in the articles first published in 2017. However, the rate of isolatin is increasing. Methods In this study, we included the results of all positive blood cultures of C. auris in Suhar teaching hospital from May 2018 (date of first detection) till end of April 2019. Further confirmation of the species was performed by MALDI-TOF and antibiotic susceptibility test (AST) by Vitek 2 in central public health laboratory (CPHL) of Oman. Results We detected 13 patients (9 females, 4 males). The mean age was 58.61% years (28–76 years). All candidemic patients had serious underlying conditions, including prolonged hospital stay or extensive and prolonged antimicrobial exposure or medical comorbidities (8 of 13). The time from hospital admission to onset of C. auris candidemia was 8–49 days, with a median of approximately 27 days. The most common isolated co- pathogen from blood culture was K. pneumonia (without regard to Coagulase-negative staphylococci). As average, every patient received 4.8 kind of different antibiotics in mean 88 doses before candidemia developed and piperacillin–tazobactam was the most common used antibiotics. AST was done just for 5 patients and revealed high-level resistance to fluconazole and Amphotricin B while, Echinocandins (anidulafungin, caspofungin) were fully sensitive and voricunazole had intermediate sensitivity. Mean duration of anti-fungal treatment was 12.5 days (5 – 26 days). 8 patients treated by Echinocandins (4/8 died), 4 by Fluconazole (3/4 died) and one without treatment discharged. 30-day all-cause mortality was 61.5%. Conclusion In Oman, C. auris has been reported from many hospitals. Resistance to several antifungal agents and persistence in the hospital environment make this organism a potential menace for the treating physician and the infection control personnel. In our hospital, every candidemic patient should be treated with Echinocandins and assumed to be resistant to Fluconazole until proven otherwise according to results of AST. Disclosures All authors: No reported disclosures.
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Uba, Sani Yantandu, and Nizar Mohammed Souidi. "Students’ Writing Difficulties in English for Business Classes in Dhofar University, Oman." International Journal of Higher Education 9, no. 2 (March 19, 2020): 86. http://dx.doi.org/10.5430/ijhe.v9n3p86.
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This study investigates students’ writing difficulties of English for business classes and the possible factors that might cause such difficulties. A corpus of forty essays of forty undergraduates was compiled. We adopted a textography approach to study writing practices. The results of the textual analysis informed an administration of questionnaire to both the students and four faculty members. The results of the corpus analysis indicate that students had a lot of errors in spelling, grammar, and many of them were unable to write thesis statement, as well as topic sentences. Some students also had problems in developing coherent essays. The contextual data suggests that about 90 per cent of the respondent did not know what thesis statement is. It also shows that the majority of students had problems in generating and organising ideas and nineteen out of twenty-one respondents also had a limited wide range of vocabulary. The course syllable did not allocate more than four hours for teaching essay writing throughout the semester. We strongly recommend more contact hours for teaching essay writing. Teachers could engage students in critical thinking activities, including how to generate and organise ideas. Teachers should be teaching more academic vocabulary to students.
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Salim, Al-Saidi Ibtisam Harib, and Abd Wahab Zakaria. "The Relationship between Transformational Leadership and Innovation and Creativity in Management to Improve Employees’ Academic Performance at Sohar University." Journal of Business and Management Studies 3, no. 2 (August 9, 2021): 75–89. http://dx.doi.org/10.32996/jbms.2021.3.2.8.
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This study investigated the relationship between transformational leadership practices and norms and employees' performance at Sohar University in the Sultanate of Oman. This research is based on the fact that traditional methods of leadership handicap the development of modern leadership practices in Sohar University in particular and in Oman in general. This study may contribute to some significant solutions to the extant literature especially in that transformational leadership practices could be of great value if they are supported by modern techniques and high training skills for employees. The present paper adopts qualitative research method. Questionnaire was used as a research instrument of collecting data. The 5-Point Likert Scale was adopted to help researchers analyze the data. The study concludes that Transformational leadership skills are very essential for high-ranking leaders to acquire in Sohar University in the Sultanate of Oman. The study also finds that transformational leadership skills are very essential for high-ranking leaders to acquire in Sohar University in the Sultanate of Oman. Having conducted statistical analysis, this study draws some conclusions and suggests some recommendations for transformational leadership and its use in developing administrative creativity and improving job performance among Sohar University employees. This can be summarized as follows. First, transformational leadership skills are very essential for high-ranking leaders to acquire in Sohar University in the Sultanate of Oman. second, transformational leaders with outstanding leadership skills are found astonishingly effective in managing and leading those working under them. Third, employees are found to be greatly affected by their leaders in respect with academic and managerial activities and finally the study found that Universities in the Sultanate of Oman do not pay special attention to transformational leadership skills, which this negatively affects the quality and credibility of teaching.
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Al-Busaidi, Saleh, and Victoria Tuzlukova. "Teachers’ Perceptions of Practices and Challenges of Innovating for the Inclusion of Special Needs University English Language Learners in Oman." Journal of Educational and Psychological Studies [JEPS] 12, no. 4 (October 31, 2018): 659. http://dx.doi.org/10.24200/jeps.vol12iss4pp659-671.
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This study explored how English language teachers at Sultan Qaboos University’s Center for Preparatory Studies in Oman perceive practices and challenges related to inclusive education and innovating in teaching English to visually impaired students. The study was carried out taking descriptive qualitative approach. Interviews with seven English language teachers were used to collect data. We asked them about both successful and challenging aspects of creating an inclusive language learning environment and using assistive technologies. We found that assistive technology is crucial to language learning of special needs students. The identified challenges include insufficient teachers’ knowledge and expertise in inclusive education, lack of institutional focus of attention on systematic planning and material design for inclusion, novelty of the concepts of inclusive education and assistive technology among others. The results of the study indicate the need for targeted teacher training and professional development, and suggest that innovations in education and technology can be effectively used to shift practices and perspectives of English language teaching in the context of Oman to being universally accessible, equally usable, more inclusive and tailored to students’ individual needs.
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Hinai, Mohammed Khamis Al, and Khalid Salim Al Jardani. "Washback in Language Testing: An Exploration with a Focus on a Specific EFL Context in Oman." International Journal of English Linguistics 11, no. 1 (October 31, 2020): 68. http://dx.doi.org/10.5539/ijel.v11n1p68.
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The notion of washback has been a widespread topic in language teaching and testing literature and has been discussed and looked at from various perspectives. The significance of the topic emerges from the fact that the consequences of tests greatly determine or shape the nature of language teaching, learning, and testing.
This paper aims to explore the notion of washback based on current perspectives in the literature and the needs of a specific teaching setting, which is the language Program at Oman Tourism College (OTC). The Literature Review section reviews the literature trying to shed light on the notion of washback as a core construct in language teaching and learning. The second section will discuss the influences of washback in ELT with a special reference to a teaching context. Finally, some useful implications are drawn to come up with recommendations for increasing the positive washback and reducing the negatively of it.
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Virkkunen, Päivi, and Minnaleena Toivola. "Foneettinen osaaminen helpottaa vieraan kielen ääntämisen opettamista – kyselytutkimus suomalaisten kieltenopettajien käyttämistä ääntämisen opetusmenetelmistä." Ainedidaktiikka 4, no. 1 (April 14, 2020): 34–57. http://dx.doi.org/10.23988/ad.85736.
Full textAbstract:
Tässä tutkimuksessa selvitettin suomalaisten kieltenopettajien käyttämiä ääntämisen opetuksen ja arvioinnin käytänteitä sekä niihin vaikuttavia tekijöitä. Kyselytutkimuksen vastaajat (n = 175) arvioivat oman ääntämistaitonsa pääosin hyväksi, mutta he ovat silti epävarmoja ääntämisen opettamisesta. Opettajankoulutus ei sisällä riittävästi, jos ollenkaan, tietoa ääntämisen opettamisesta. Tulokset tuovat esille opettajien oman koulutuksen tärkeyden: mitä enemmän koulutuksessa on ollut fonetiikan opetusta, sitä helpompana vastaajat pitävät ääntämisen opettamista. Nämä opettajat myös opettavat enemmän prosodiaa, joka on puheen ymmärrettävyydelle tärkeä suullisen kielitaidon osa-alue. Tuloksia voidaan hyödyntää opettajankoulutuksen ja opettajien täydennyskoulutuksen kehittämiseen. Opettajien kautta voidaan vaikuttaa opetuksen sisältöihin ja sitä kautta oppijoiden saavuttamaan parempaan ääntämistaitoon.
Phonetic knowledge facilitates the teaching of foreign language pronunciation – a survey of teaching pronunciation in Finnish schools
Abstract
We report results from a survey aimed at Finnish language teachers focusing on the currently used practices in teaching pronunciation skills in Finnish primary and secondary education. While respondents (n = 175) rated their own pronunciation skills mostly as good, they were nevertheless uncertain about how to teach pronunciation skills. The results of the survey reveal the importance of teachers' own education: the more phonetic training teachers have received, the easier it is for them to teach pronunciation. These teachers also teach more prosody, which is an important part of oral language skills for improving comprehension. Currently the teacher education provides insufficient knowledge on how to teach pronunciation. These results highlight the importance of teacher education and in-service teacher education. By developing teacher education we can influence language teaching and thereby improve the pronunciation skills of learners.
Keywords: Explicit teaching, L2 teaching, Phonetics, Pronunciation, Teacher education
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Al Zadjali, B., I. Al Zakwani, M. Al Kindi, A. Al Barram, and K. Al Siyabi. "PHP41 ANALYSIS OF CLINICAL PHARMACISTS' INTERVENTIONS IN A UNIVERSITY TEACHING HOSPITAL IN OMAN." Value in Health 11, no. 6 (November 2008): A374—A375. http://dx.doi.org/10.1016/s1098-3015(10)66281-x.
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Muliira, Joshua Kanaabi, and Rhoda Suubi Muliira. "Teaching Culturally Appropriate Therapeutic Touch to Nursing Students in the Sultanate of Oman." Holistic Nursing Practice 27, no. 1 (2013): 45–48. http://dx.doi.org/10.1097/hnp.0b013e318276fccf.
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Al Barwani, Thuwayba Ahmad, Wajeha Thabit Al‐Ani, and Ismail Hussein Amzat. "An effective teaching model for public school teachers in the Sultanate of Oman." Education, Business and Society: Contemporary Middle Eastern Issues 5, no. 1 (May 11, 2012): 23–46. http://dx.doi.org/10.1108/17537981211225844.
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Pillai, Silja A., Vaidyanathan Gowri, and Asha V. Nair. "Secondary postpartum haemorrhage: prevalence, morbidity and management from a teaching hospital in Oman." European Journal of Obstetrics & Gynecology and Reproductive Biology 206 (November 2016): e9-e10. http://dx.doi.org/10.1016/j.ejogrb.2016.07.054.
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Chinnathambi, Dr Kodhandaraman, Ms Latha Anandan, and Dr B. Thenmalar Bharathi. "Teachers’ Perception of Online Teaching during Covid-19: A study at UTAS-Ibra, Oman." Journal of University of Shanghai for Science and Technology 23, no. 06 (June 1, 2021): 91–107. http://dx.doi.org/10.51201/jusst/21/05234.
Full textAbstract:
The Covid-19 outbreak led to the closure of educational institutions and affected all the stakeholders in varied ways. As an interim measure, the online mode of teaching has been adopted all over the world. This transition, with its own pros and cons, has provided a path for continuing with education even during the pandemic. This new scenario involves financial and non-financial aspects with regard to education, and there is, therefore, a need to study the transition carefully. This study aims to explore and describe Teachers’ Perceptions of online teaching. A quantitative research design has been adopted for the study. A structured questionnaire was used (N=56) for data collection from teachers. The study participants were the teachers at the English Language Centre at the University of Technology and Applied Sciences (Ibra), Sultanate of Oman. The findings of the study confirm that online teaching has been successful during the covid-19 outbreak.