| Title: |
Crowd-Reflecting: A Counterproductive Experience of Arab Adult Learning via Technology |
| Language: |
English |
| Authors: |
Al Lily, Abdulrahman Essa (ORCID 0000-0002-5116-422X); Alhazmi, Ahmed Ali; Alsubaie, Merfat Ayesh; Alzahrani, Saleh; Bukhamseen, Amani Mohamm; Aldoughan, Eman Abdulaziz; Almudhafar, Fuad Ahm; Maher, Eman Ahm; Al-Abdullatif, Ahlam Mohamm; Kotb, Ahmed Abdel ham; Amira, Mostafa Samy; Al Khateeb, Ebrahem Abdullah; Alshehri, Layla Abdulrahman; Aldoomi, Raed Ali Bani; Al Dafar, Awatef Abdulaziz; Alarfaj, Maher Mohamm; Alholiby, Mossab Saud; Mahgoub, Yassir Mohamm; Boreqqah, Abeer Abdulmohsen; Ali, Asma Margeni; Al-Sababha, Khairi Mahmoud; Al Youssef, Ibrahim Youssef; Abouzaid, Enam Mohamm; Ali, Hasnaa Hamdy; Batal, Ahmed Elsayed Moham; Alhassan, Omer Musa; Ibrahim Atta, Ibrahim; Alqatam, Mohammed Ahm; Al-Aqtash, Ala'a Yahya; Alshoura, Mohammad Ahmad; Selim, Hossam Saad; Abdelrahman, Mohmed Abdelmoneim; Bahrawi, Atef Abdalla; Alarfaj, Abdulhamid Abdullah; Aladsani, Abdullah Mohamm; Almaiah, Mohammed Amin; Ata, Sobhi Noureldin; Hamad, Nahid Hassan; Hamad, Awatif Mahmoud; Elsherif, Khaled Hassan; Ahmed, Mohammed Keshar; El-Zeki, Ahmed Abdelfattah; Elrefee, Enas Mahmoud; Ali, Abeer Farouk; Melhem, Tareq Yousef; Alsaeed, Maha Saad; Hegazy, Ahmed Zakaria; Alhuwaiji, Khalel Ibrahim; Ahmed, Hatem Tawfik; Alboray, Hanem Mostafa; Hassan, Marwa Moham; Alnoer, Lubna Noaman; Elmorsy, Ghada Nasr Huisen; El Koshiry, Amr Moham |
| Source: |
Studies in Continuing Education. 2021 43(1):86-103. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
18 |
| Publication Date: |
2021 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Arabs; Barriers; Cultural Influences; Reflection; Group Activities; Foreign Countries; Higher Education; Research Methodology; Institutional Research; College Faculty; Institutional Characteristics; Conflict; Gender Bias; Integrity; Critical Thinking |
| Geographic Terms: |
Saudi Arabia |
| DOI: |
10.1080/0158037X.2019.1673354 |
| ISSN: |
0158-037X |
| Abstract: |
This piece theorises the limitations of transitioning reflection from individualistic to participatory practice. It addresses the question: what are the challenges of introducing crowd-reflecting into Arab academia? To answer this question, 140 Arabs from an academic organisation were invited to crowd-reflect, online, on their institution, using a five-phase model. The data analysis showed that limited cultures of collaboration, healthy conflict, cross-gender communication, integrity and critical thinking in Arab academia challenged crowd-reflecting. Despite implementing strategies to overcome these challenges, crowd-reflecting resulted in chaos at the institution, forcing management to intervene to stop the project. This chaos ensued because crowd-reflecting, unlike individualistic reflection, entailed numerous individuals and intersubjectivity -- which complicated reflectiveness, turned thoughtful Arab individuals into a mob and jeopardised the well-documented gains of individualistic reflection. Although crowd-reflecting was initiated to improve organisations, it destabilised the institution and turned it into a counter-learning organisation. This implies that, in Arab academia, beyond micro-level small groups, the more participants there are in reflection, the less effective the learning outcomes may be. In Arab academia, meso-level reflection (and, by implication, macro-level reflection such as the mega-reflecting of the Twittersphere) can risk ruining the art of reflectiveness. |
| Abstractor: |
As Provided |
| Entry Date: |
2021 |
| Accession Number: |
EJ1295201 |
| Database: |
ERIC |