2026-09-26T22:17:13Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/127180 2025-03-29 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms The student, Magdaleen Lotter, accepted the attached license on 2024-11-06 at 05:45. The student, Magdaleen Lotter, submitted this Dissertation for approval on 2024-11-06 at 05:46. This Dissertation was approved for publication on 2024-12-01 at 13:30. DSpace SAF Submission Ingestion Package generated from Vireo submission #21292 on 2025-03-28 at 14:25:29 Andragogical learning at a federal institution of higher education in the United Arab Emirates Lotter, Magdaleen Corne 2024-12-01 Cope, William Cope, William Kalantzis, Mary Lindgren, Samantha Montebello, Matthew Andragogy Motivation Self-directedness Gender Parity eng This study explores how adult learners in the United Arab Emirates perceive the principles of andragogy (motivation, experience, need to know, self-directedness, and readiness to learn) and examines whether gender influences these perceptions. This study offers insights into the gender gap in higher education in the United Arab Emirates and highlights the need for gender equity initiatives. Additionally, it contributes to the sparse research on andragogy in the Middle East. A sequential explanatory mixed-methods approach incorporated quantitative data from a student questionnaire and qualitative data from a semi-structured focus group with faculty. Student questionnaire results indicated that the andragogical principles are interrelated, with each contributing to adult learning. The need to know principle received the highest mean, highlighting its importance to students and that more male students preferred face-to-face learning, while more females favored the flipped classroom model. A Mann-Whitney U test revealed significant gender differences in motivation and self-directedness, with female students showing higher levels of both. Four key themes emerged from the faculty focus group, shedding light on the gender differences in motivation and self-direction. Cultural and generational factors were highlighted, while challenges of the flipped classroom model and a lack of self-direction negatively impacted academic performance. Additionally, this study revealed cultural values are shifting, encouraging women to pursue higher education, though gender roles and parental influence still affect career choices. 2024-12 Thesis https://hdl.handle.net/2142/127180 Copyright 2024 Magdaleen Lotter Educ Policy, Orgzn & Leadrshp Educ Policy, Orgzn & Leadrshp University of Illinois at Urbana-Champaign Ed.D. Dissertation