This document summarizes a study on research trends in distance teaching and training based on master's theses conducted at the Arabian Gulf University between 2004/2005-2014/2015. The study assessed 94 theses according to domains of educational technology theory. Most theses were in the design domain (39.4%), followed by utilization (23.4%), and development (21.3%). Theses also focused more on e-learning (46.8%) and blended learning (23.4%). The distance teaching and training program was found to be research-oriented and address current issues in the field. However, weaknesses identified included superficial theoretical frameworks, confusion between research problems and questions, and a focus on technology

1. ASSESSMENT OF CURRENT RESEARCH TRENDS IN
DISTANCE TEACHING & TRAINING IN THE LIGHT OF
EDUCATIONAL TECHNOLOGY THEORY: A CASE
STUDY ON THE ARABIAN GULF UNIVERSITY MASTER
STUDENTS` THESIS (2004/2005- 2014/2015)
Dr. Alajab Mohammed Alajab Ismail
Dr. Tayseer Mohammad Alkhazali
Arabian Gulf University (KINGDOM OF BAHRAIN)
alagabm@agu.edu.bh,tayseer@agu.edu.bh
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2. INTRODUCTION
• Distance learning is one of the new global trends
and the proposed traditional education alternatives.
• The success of distance learning mainly depends on
the immediate and positive interactions between
the learner and the learning resources.
• Any distance learning activity is not possible
without distance teaching.
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3. Instructionally
Based
Separation of
Teacher and
Student
Interactive Tele-
Communications
Sharing of Data,
Voice & Video
(Learning
Experience)
Figure 1: the four main components to the definition of distance education
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4. Keegan (1986) [2] identified five main elements of the distance education concept
and used them to compose a comprehensive definition of distance education
1. The quasi-permanent separation of teacher and learner throughout the length of the
learning process, which distinguishes distance education from conventional face-to-
face education.
2. The influence of an educational organization both in the planning and preparation of
learning materials and in the provision of student support services, (this
distinguishes it from private study and teaches-yourself programs).
3. The use of technical media-print, audio, video or computer-to unite teacher and
learner and carry the content of the course.
4. The provision of two-way communication so that the student may benefit from or
even initiate dialogue; (this distinguishes it from other uses of technology in
education),
5. The quasi-permanent absence of the learning group throughout the length of the
learning process so that people are usually taught as individuals and not in groups.
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5. Purpose of the paper
a. Introduce the Arabian Gulf University Distance Teaching & Training
Post Graduate Program as an inventive professional program
seeking to develop and generate solutions related to human
learning and training.
b. Explore the current research trends in distance teaching & training
in the light of the educational technology theory.
c. Assess the AGU distance teaching and training program master
students` thesis which curried during the period (2004/2005-
2014/2015) based on the domain of research in educational
technology proposed by association for educational communication
and technology(AECT) and the professional in the field of distance
education.
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6. Background
• Arabian Gulf University`s distance teaching and training
post graduate program is an academic, research
program established in the academic year 2004/2005
in collaboration with Sunderland university -UK.
• The program is considered as a pioneer and a distinct
program in distance teaching and training field in the
Gulf region.
• It aims to prepare the human resources to guide the
professional development and continuous learning
based on the regional and international Distance
Teaching and Learning standards.
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9. The distance teaching and training program aims to meet
the following goals
1. Develop specialized cadres who acquire the knowledge, ability, educational and
technical skills that are required to design, develop, carry out, manage, assess and
maintain educational and training programs that are suitable for different distance
teaching media.
2. Energize the scientific research movement in distance teaching and training topics
that are related to the Arabian Gulf societies.
3. Develop a scientific and consultant referential that provides distance teaching and
training structure with the expertise to help in choosing, developing, managing and
assessing distance learning systems.
4. Provide training alternatives for in-service teachers training that enable them to
acquire effective teaching in order to apply them in their classrooms.
5. Provide different forms of distance teaching and training research experiences that
benefit pre-college, college, governmental and private sector educational institutes.
6. Develop learners’ abilities to lead Distance Teaching and Training movements in the
Arabian Gulf countries specifically and in the Arabian countries generally, in order to
go along with the new directions of the digital economics and the knowledge
management.
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10. Program Degree/Degrees
The program endorses two degrees;
i. Graduate diploma in distance teaching and training, and;
ii. Master degree in distance teaching and training.
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11. Questions of the study
Main question: What are the knowledge and organizational structure of the distance
teaching and training program at the Arabian Gulf University? And what is the
distribution of research topics of the master's thesis in distance teaching and
training at the Arab Gulf University in light of the directions of the educational
technology theory?
The following sub - questions are driven by the following questions:
1. What is the knowledge and organizational structure of the AGU Distance Teaching
& Training Program like?
2. What is the classification of the research trends in distance teaching and training
according to the domains of Educational Technology Theory?
3. What is the distribution of DTTP master's thesis topics according to the
classification of research tracks in educational technology during the period 2005 to
2015?
4. How DTTP faculty evaluate the practice of scientific research in the distance
education and training program?
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12. Methodology
1. Combining the descriptive approach with content analysis approach in
order to obtain the information (raw data) needed to answer the study
questions.
2. Using a descriptive research methodology for reviewing the research
practices at the AGU- Distance Teaching & Training Program master's
thesis completed by the students and approved by the college of graduate
studies council.
3. The strengths and weaknesses of these practices were also assessed by
a questionnaire distributed to DTTP faculty members who participated in
supervising and evaluating the student's thesis as internal examiners.
4. They asked to include suggestions for improving the scientific research
practice of the program in the future.
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13. Instrumentation
The instruments used to collect the needed data in this study include the following:
1. DTTP Students' records and their Master's Thesis completed by the period (2004 to
2011).
2. Classification of research areas in distance teaching and training as defined in the
definition of educational technology 1994, in addition to the field of training; so that
the total is (6) domains repent the main areas of research in distance education and
training.
3. Distance Teaching and Training Program Students Thesis Abstract.
4. A list of the educational competencies outcomes classified based on Bloom, 1956
taxonomy of learning (cognitive, affective, and psychomotor) domains.
5. A questionnaire to assess DTTP faculty members’ who participated in supervising
and examining DTTP students master thesis, to deal with their evaluation of the
research quality in terms of strengths, weaknesses, current trends of research in
the field, and recommendations for future enhancement of the program.
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14. Sample
• The sample of the study consisted of 94 graduate students of those
who completed their master's thesis in distance teaching and
training during the period 2005 to 2015.
• Around 44 (46.8%) are male compared to 50 females (53.2%),
distributed among the five GCC countries in addition to 2 students
from Arab countries (Egypt and Jordan).
• Students from the State of Kuwait represented around 54.3% (51),
students from Saudi Arabia 26 (27.7%), students from Bahrain are
14(14.9%), and one candidate from Oman Sultanate.
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15. Results
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16. Q. 1 : What are the theoretical foundations (theories and models) of the
AGU distance teaching & training program?
• AGU Distance Teaching and Training Program make use of all accepted
theories and models of education and instructional design that fit for
designing, developing, utilizing, managing and evaluating distance
education activities and process.
• These included, but not limited to: behavioural theories of learning, cognitive
theories, constructivism theories, connectivism as a learning theory for the
digital age (Simens, 2005)
• In addition to general instructional design model ADDIE ID Model, ASSURE
Model, Dick & Carey ID Model, Keller Model Design Mode, Gagne Events of
Instruction and computer mediated communication model (CMC).
• In addition to all theories of independence and autonomy, theories of
industrialization of teaching and theories of interaction and communication
that underpin distance education such as; theory of independent study,
theory of industrialization of teaching, theory of interaction and
communication, and, theory of Andragogy (Knowles,990).
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17. Table 1: Distance teaching & training program diploma courses
Semester Course Code Module Title
Credit Hours
Theoretical Practical Total
First
DE0501 Learning Theory 2 1 3
DE0502 Materials, Media and Development Tools 1 1 2
DE0503 Writing the Materials 2 1 3
DE0504 Design and Presentation 1 1 2
DE0505 Designing e-learning Materials 1 1 2
EDU0526 Diploma Project 1 1 2
14
Second
DE0506 Instructional Design 2 1 3
DE0507 Tutoring and Assessing Distance Students 2 1 3
DE0508 Developing Interactive e-learning Materials 2 1 3
DE0509 Supporting Distance Students 2 1 3
EDU0526 Diploma Project 1 1 2
14
28
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18. Semester Course Code Module Title
Credit Hours
Theoretical Practical Total
First
DE0501 Learning Theory 2 1 3
DE0502 Materials, Media and Development Tools 1 1 2
DE0503 Writing the Materials 2 1 3
DE0504 Design and Presentation 1 1 2
DE0505 Designing e-learning Materials 1 1 2
12
Second
DE0506 Instructional Design 2 1 3
DE0507 Tutoring and Assessing Distance Students 2 1 3
DE0510 Introduction to Educational Statistic * 2 1 3
DE0511 Research Methods in Education * 2 1 3
DE0512 Seminar * 1 1 2
14
Third
DE0602 Authoring & Publishing e-learning Materials 2 1 3
DIS0690 Master’s Thesis 9 9
12
Fourth
DE0603 Quantitative Research Data Analysis 1 1 2
DIS0690 Master’s Thesis In Progress
40
Table 2: Distance teaching & training program master`s courses
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19. Q. 2: What are the classifications research trends in distance teaching
and training according to the domains of educational technology theory?
• In 1994, AECT defined the field as; Instructional Technology is the theory
and practice of:
– design,
– development,
– utilization,
– management,
– and evaluation of processes and resources for learning (Seels & Richey, 1994).
• Each of the components and roles is classified into one of the five domains
of instructional technology (figure 2).
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20. Figure 2 : The 1994 Domains of Instructional Technology and the Relationship between Domains
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21. Classifications of research trends in distance teaching and training
according to the domains of educational technology theory
a) Research in the design domain includes the study of instructional systems design,
message design, instructional strategies and; learner characteristics.
b) Research in the development domain can be organized into four categories: print
technologies, audiovisual technologies, computer-based technologies, and;
integrated technologies.
c) The four subcategories in the domain of utilization are media utilization, diffusion of
innovations, implementation and institutionalization, and policies and regulations.
d) There are four subcategories of the management research areas: project
management, resource management, delivery system management and;
information management
e) Within the domain of evaluation there are four sub domains of research: problem
analysis, criterion-referenced measurement, formative and, summative evaluation
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22. Q. 3: What are the most frequent areas of research among DTTP students
thesis?
a. Data analysis revealed that most the thesis was conducted in the
design domain i.e. around 37(39.4%),
b. Around 22 (23.4%) of the research in the field of utilization, and 21
(21.3%) in the field of development,
c. Eight 9 (9.6%) In the field of training,
d. Five 5 (5.3%) in the field of evaluation,
e. And one thesis in the needs analysis which presented as an
evaluation research.
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23. 8/1/2017 EduTeach2017 23
Need assessment
Design
Development
Utilization
Evaluation
Training
Figure 6: Distribution of the research according IT domain & training

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Classification of DTTP thesis based on the independent research variables
Dependent variable Frequency Percent Valid Percent
Valid
Blended learning 22 23.4 23.4
Activities 6 6.4 6.4
e-learning 44 46.8 46.8
mobile learning 1 1.1 1.1
Teaching method 5 5.3 5.3
Learning method 3 3.2 3.2
Distance education 2 2.1 2.1
VLE 11 11.7 11.7
Total 94 100.0 100.0

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Table (7): Distribution of studies according to the educational stage &
utilization context
Research Context Frequency Percent Valid Percent
Valid
Basic Education 5 5.3 5.3
Intermediate Education 2 2.1 2.1
Secondary Education 10 10.6 10.6
College Level 54 57.4 57.4
Post graduate 7 7.4 7.4
Training 11 11.7 11.7
Staff 5 5.3 5.3
Total 94 100.0 100.0

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Basic Education
Intermediate Education
Secondary Education
College Level
Post graduate
Training
Staff
Figure 8: Distribution of the research according educational stage of utilization

27. Q. 4: How DTTP faculties evaluate the practice of scientific research in the
distance education and training program?
What are the strengths of the program from the internal examiner's
point of view?
1) The proper orientation of the program as a sub-domain of education
technology.
2) Addressing recent issues in the field of distance teaching and training.
3) It is a research oriented approach.
4) Research methodology is scientifically justified.
5) Looking forward for utilizing the developmental research that discusses all
areas of research in educational technology and its related fields.
6) The value of participation in scientific conferences and seminars in the field.
7) Diversity in research topics covered by students’ research.
8) Providing new research approaches (in part).
9) The feasibility of research results for generalization (in part)
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28. Q. 4: How DTTP faculties evaluate the practice of scientific research in the
distance education and training program?
Results related to weaknesses in Master's research as seen
by internal examiners include
1. Formulation of theoretical frameworks and some aspects of documenting
sources.
2. The confusion began to decrease between the formulation of the research
problem and the research questions.
3. Some confuse between research objectives and research procedures.
4. Sometimes, the research capability is not authentic and unique.
5. Subjects` interested in design and development research at the expense of
other areas.
6. Research projects are concentrated on theory without attention to other
skills.
7. Research is more dominated by the technological side compared to
educational side.
8. Some of the research titles restricted the generalization of their results.
9. Some shortcomings in discussion and interpretation of results.
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29. Q. 4: How DTTP faculties evaluate the practice of scientific research in the
distance education and training program?
Results related to future improvement proposal.
1. The program module should focus on the link between distance teaching and
training and the educational technology as a mother domain of the field.
2. Provide unique and authentic research guidelines.
3. Students in the program in the fields of research in each educational package.
4. Abstraction and leadership of development research methodology (design -
development - and evaluation).
5. Orientation first and then technological dimension II.
6. Diversity in research approaches, and not limited to the developmental approach
(best practices through qualitative approaches and case study).
7. Continuing the program throughout the year, and connecting students to attend
seminars to discuss and discuss messages.
8. Instruct students to participate in scientific conferences and events.
9. Coordination and support between (research methods- research seminar- and
academic guidance).
10. Requiring scientific publication of messages in periodicals and conferences.
11. Moving towards operations research and research topics that serve sectors
/industries benefiting from education and training.
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30. RECOMMENDATIONS
1. It will be desirable to determine a set of specific projects within the parameters
and research areas.
2. Generates a research program that studies the specially Arab and Gulf variables
when setting up research into what are otherwise universal phenomena.
3. The program needs to provide access to a greater number of high quality
research journals in distance education and educational technology and provide
specialized texts for the library.
4. To achieve some of the outcomes listed in the research plan, a budget for travel
to international conferences is highly recommended for the staff as well as the
students.
5. Focusing on developmental research approach, and incorporating the
developmental approach within the study plan for the curriculum of research
methods in the future.
6. Increasing the emphasis on the development of higher-level critical thinking
skills, including analysis, synthesis, and application of theory to practice.
7. Integrating the teaching of Research Methods & Research Seminar modules to
link the knowledge side with its applications in the field of research practice
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31. 8/1/2017 EduTeach2017 31
Thank you for joining
our presentation

32. Dr. Alajab Mohammed Alajab
• He participated in devolving the distance teaching &
training program, led the development of the King
Hamad e-Learning Chair at AGU, and published
many articles in International Journal and
supervised more than 100 master and doctorate
thesis in educational technology, science education,
and computer science.
• He currently serves as coordinator of distance
teaching and training program at the Arabian Gulf
University and directing King Facial Examination
Center for distance education students in Bahrain.
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• Alajab Mohammed Alajab is an associate professor
in educational technology and distance education at
the Arabian Gulf University.
• He has a B.Sc. & Education, M.Ed. and Ph.D. from
Khartoum University (SUDAN), and Ph.D. in
Computer Science & Information Technology from
Rise University (USA).
• Ismail’s career began as a teaching assistant in
physics and instructional technology in Khartoum
University–Faculty of Education; he has taught
general physics, educational technology, and
computer education courses at Khartoum University
(SUDAN), Albaha Teachers College (KSA), Sultan
Gobos University (Oman Sultanate) and the Arabian
Gulf University (Kingdom of Bahrain).
• In 2005, he joined the Arabian Gulf University as an
assistant professor in educational technology and
distance education to teach courses in learning
theory, instructional design, tutoring and assessing
distance students and participated in master thesis
supervision.
• In 2012, Ismail received a promotion for an
associate professor post from the Arabian Gulf
University.

33. Dr. Taysir Mohammad Nahar Alkhazali
• In 2012 he joined the Arabian Gulf University, and
nominated as chairperson of the Distance Teaching
and Training Program, to teach courses in Media,
Material and Development Tools; Design and
Presentation, Tutoring and Assessing Distance
Students, and Seminar in Distance Learning.
• He published many articles in International Journal
and supervised many master and doctorate theses
in educational technology, gifted education, and
language education. He currently serves as
coordinator of the graduate college thesis review
comity at the Arabian Gulf University.
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• Taysir Mohammad Nahar Alkhazali is an Associate
Professor in Instructional Design and Technology at
the Arabian Gulf University Distance Teaching and
Training Program.
• He has a BA & Teaching Diploma from the
American University of Beirut (AUB), Lebanon, an
MA from The University of Kansas (KU), Lawrence,
Kansas - USA, and a Ph.D. from the Ohio State
University.
• Alkhazali's career began as a research assistant &
student counselor in the research & development
center & student affairs department, Yarmouk
University, Irbid -Jordan, then taking a graduate
teaching associate post in instructional design &
technology program, deptment of educational policy
& leadership, school of education, the Ohio State
University, Ohio, USA. Alkhazali filling many leading
positions in Jordanian and Gulf States Institutions;
he acted as chairperson of the Curriculum &
Instruction department, and Dean's Assistant post
at the College of Education/Yarmouk University,
Jordan.