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Exploring quality attributes of smart classrooms from the perspectives of academics

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Abstract

The purpose of this study is to explore attributes that influence the quality of smart classrooms from the perspective of higher education teachers. Relying on a purposive sample of 31 academicians from Gulf Cooperation Council (GCC) countries, the study identifies themes related to quality attributes of technology platforms and social interactions. These attributes are user security, educational intelligence, technology accessibility, system diversity, system interconnectivity, system simplicity, system sensitivity, system adaptability and platform affordability. The study identifies management procedures, educational policies, and administrative practices that enact, engineer, enable, and enhance these attributes in smart classrooms. The findings also highlight strategy-oriented planning and cause-driven transformation as the main smart classroom contexts influencing the quality of education among interviewees. With insights from the interviews, this article discusses some theoretical and practical implications of the study, research limitations, and potential future research directions.

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Authors and Affiliations

  1. Department of Innovation and Technology Management, Arabian Gulf University, Manama, Bahrain

    Aisha M. Alfoudari, Christopher M. Durugbo & Fairouz M. Aldhmour

  2. Abu Dhabi School of Management, Abu Dhabi, United Arab Emirates

    Christopher M. Durugbo

Authors
  1. Aisha M. Alfoudari
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  2. Christopher M. Durugbo
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  3. Fairouz M. Aldhmour
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Correspondence to Aisha M. Alfoudari.

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Appendices

Appendix

Sample case study questions

Background questions

  1. 1)

    What is your name, position in the university?

  2. 2)

    How long you have work in the university? And within your current position?

Technological factors

  1. 1)

    What security measures are important for using technology in classrooms? And for smart classrooms?

  2. 2)

    How important are system analytics in teaching and learning? And for use in smart classroom?

  3. 3)

    How important is support for mobile applications in applying smart classroom for learning and teaching?

Social factors

  1. 1)

    What are the benefit and the challenges for personalized learning through smart classroom?

  2. 2)

    How is student interaction influenced by the presence or use of smart room technology?

  3. 3)

    Do you find that students are more engaged if you use smart room technologies (such as projecting images or videos, sound using speakers, etc.)?

  4. 4)

    What is your perception of students’ attitudes towards the use of technology in the classroom?

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Alfoudari, A.M., Durugbo, C.M. & Aldhmour, F.M. Exploring quality attributes of smart classrooms from the perspectives of academics. Educ Inf Technol 28, 13109–13151 (2023). https://doi.org/10.1007/s10639-022-11452-3

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