Dr. Khadijeh Naser is an Assistant Professor of curriculum and instructional technology with an extensive background in the design, development, and evaluation of educational programs, A strong commitment to teaching excellence and student supervision at the postgraduate level; excellent research capability in the field of expertise. Participated in setting quality standards and performance indicators for education. Demonstrated experience in organizing departmental initiatives and collaborating with educational leaders to make data-driven decisions. She participated in setting quality standards and performance indicators for educational institutions, and has wide experience in teaching and training in the area of Educational technology and training teachers. She received local and international awards, the most important of which is: LUMA STAR-T Award - Finland. In best educational practices, first place in the world.Currently, she is active in research and publishes in Instructional Design & Technology, Open Learning Design & Technology, STEM Education, Flipped Learning, and Digital Curriculum & Development.
Instructional Design & Technology, Open Learning Design & Technology, Web2.0 Applications, Instructional System & Technology, Flipped Learning, Digital Curriculum & Development, Open Distance Learning, Integration STEM in Education, and design and development research.
In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all.
This person’s work contributes towards the following SDG(s):
Published in: Journal of Educational Research
Jun 25, 2021
Thisquantitative study aims to determine the capabilities of primary school students in problem-solving skills.Problem-solving inventory (PSI) was used as a reliable source for collecting data on students' perceptions of their abilities in problem-solving. The focus of the study is on the seventh-grade female studentsin a private school in Jordan. Their responses on PSI were collectedand analyzed through statistical methods to determine the mean and standard deviations of factors within the inventory. The results showed that students have overall moderate perceptions about their ability to solve real problems. Their perception of the three factors in the inventory such as problem solving confidence (PSC),approach avoidance style (AAS), and personal control(PC)is moderate. The results emphasized the necessity of conducting an intervention at various levels to improve the level of primary students' perception of their capabilities in solving problems due to the correlation with their performance and achievement in issues related to solving problems.
Published in: JUKU: JURNAL KURIKULUM & PENGAJARAN ASIA PASIFIK
Feb 16, 2021
This study aims to identify the students’ acceptance of using a Flipped STEM classroom (FSC) Engineering-based module. The study sample consisted of 120 students from the seventh grade in a private school in Jordan. A questionnaire was employed in this study. The unified theory of acceptance and use of technology (UTAUT) was used in this study to determine the extent of students' acceptance of the FSC engineering-based module. The results showed that the students’ acceptance to use the FSC engineering-based module was high. the results showed that students had more level of acceptance for performance expectancy and effort expectancy dimensions. The study recommends submitting the FSC engineering-based module for enhancing problem-solving skills for elementary school students in STEM subjects.
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