Hany Zaky | Kean University (original) (raw)

Papers by Hany Zaky

Understanding Online Power Dynamics in Higher Education: Teachers’ Conceptual Realization and Students’ Perceptions of Teaching Effectiveness, 2024

Teachers and students worldwide have embarked on vigorous knowledge-discovering adventures post-C... more Teachers and students worldwide have embarked on vigorous knowledge-discovering adventures post-COVID-19, transitioning from conventional teaching approaches to reimagined virtual pedagogical trends. Educators drastically shifted from traditional teaching environments to a new virtual teaching realm to minimize learning disruptions, leading to a new way of approaching educational research. Teachers’ power has become more transformative in this context, and learners’ perceptions have shifted toward collaborative and participatory approaches. The use of power by teachers influences students’ learning experiences and the achievement of learning goals. The type of communication employed in educational settings drives power dynamics, shapes students’ behavior, and fosters the necessary motivation.
This integrative literature review addresses the impact of teacher power and students’ evolved perceptions of online learning. Data reveal that prosocial power, such as reference, rewards, and experts, positively impact learning outcomes. However, coercive powers are found powerless. The article highlights the importance of consistent communication and enforcing rules and expectations in online teaching. It presents the power dynamics model in an online environment with related pedagogical strategies. Additionally, it reports an effective data collection instrument enabling educators and administrators to identify the type of power that significantly shapes their interactions. To this end, teachers are encouraged to reflect critically on their power practices to create a more conducive learning environment for students. Based on these findings, implications, limitations, and recommendations were presented.
Keywords: Virtual classroom, Online learning, Teacher-student relation, Students’ perception, Teaching effectiveness.

The Excellence in Education Journal ISSN 2474-4166 E, 2024

Abstract The diversity among undergraduate students in the United States has peaked recently. Thi... more Abstract The diversity among undergraduate students in the United States has peaked recently. This quantitative study aims to investigate medical students’ perceptions regarding the factors (gender/ age/ religious beliefs/ disabilities, immigration status/ political affiliation/ sexual orientation) directing their overall campus satisfaction with diversity and inclusion practice. The survey responses were collected from 180 students at a Public Health College in the State of New Jersey. The researcher performed descriptive analyses, Pearson Correlation, One-way ANOVA, and t-test to answer the overarching question and its hypotheses. The results indicate a statistically significant strong positive correlation between students’ perceptions of overall campus satisfaction regarding diversity and inclusion and their interaction with people from different religious backgrounds, interaction with other students with disabilities, communication with undocumented immigrants, interaction with other students from different political affiliation, and interaction with people from different genders and age groups. However, the findings reveal no statistically significant correlation between students’ overall campus satisfaction and their interaction with students from diverse ethnic and racial backgrounds, socioeconomic backgrounds, or sexual orientations. Implications of these relationships are discussed with their pedagogical and institutional best practices.

Keywords: Diversity, Inclusion, Equity, Student Satisfaction, Pedagogical and Organizational Implications

Post-Covid-19, exploring opportunities and challenges in online learning has become a crucial are... more Post-Covid-19, exploring opportunities and challenges in online learning has become a crucial area of research. The dynamics of online student interactions are now the focal point of teaching and learning studies. However, higher education institutions are grappling with various obstacles that hinder students' active participation in this new online learning and teaching landscape. Both students and teachers face significant hurdles, including low motivation, engagement, and selfregulation. The online environment presents a variety of challenges that can potentially impede learners' self-regulatory learning, motivation, and engagement. Research highlights the potential of online learning, showing that the correlation between students' learning engagement and professors' scaffolding tactics can unfold the impact of self-regulatory learning on students' online interactions. Therefore, students' social, cognitive, behavioral, collaborative, and emotional engagement is framed to sustain those students' online engagement. This integrative literature review addresses the significant positive impact of educators' scaffolding strategies, learning management, and the use of technological applications on students' online engagement. The article presents the Self-System Model of Motivational Development (SSMMD) to report a comprehensive strategy for assertive communication in online classrooms and the Online Engagement Framework for Higher Education to increase educators' awareness of social, cognitive, behavioral, collaborative, and emotional factors. It also reports the tools to gauge learners' engagement in the online environment, students' Self-regulated learning, and instructor's scaffolding strategies. The pedagogical implications are presented.

International journal of curriculum development and learning measurement, Mar 7, 2024

Post COVID-19, the world experiences tension politically, socially, and educationally. COVID-19 b... more Post COVID-19, the world experiences tension politically, socially, and educationally. COVID-19 brought a new world reality. This integrative literature review addressed how encouraging empathetic classroom activities boosts students' empathetic use in their community; how institutional empathetic communication post COVID-19 enhances students' abilities to meet educational challenges by fostering those learners' resilience due to the expansion of mutual care; how engaging learners academically, interculturally, mentally, and emotionally requires new development in institutional communicative approaches; how institutional practice and activities should embrace collaborative learning through well-designed activities; and how interpersonal perceptions shape institutional empathy practices. Therefore, infusing empathetic leadership develops a sense of belonging and profound trust in the community. Additionally, the review provides some researched pedagogical practices to spur empathy in educational environments, which support learners' academic competencies.

Social Science Research Network, 2023

Covid-19 created a learning environment shaped by rapid changes in all related areas, such as per... more Covid-19 created a learning environment shaped by rapid changes in all related areas, such as personal, social, and economical. Therefore, the new leadership mindset evolved to be ready to manage these rapid changes. Leadership is the power to ensure the progression and evolution of any organization. Post-COVID-19, researchers deemed leadership as the organizational rescuing boat. To this point, leadership research focuses on the individual and situational factors shaping a leader's character. It highlights the obstacles to forming the leaders' coping mechanisms inside and outside their institutions. Consequently, a lot of leadership models emerged and evolved through time. This paper addresses the Social Change Model (SCM) of Leadership Development. It aims to elucidate the SMC background, key assumptions, and the main pillars of the model to form a change agent who could be helpful in-service delivery for more institutional stability. Creating leadership opportunities to deepen the institutional awareness of change is posited at the heart of the SCM model. The article highlights the challenges that could stiffen the leader's coping mechanism and addresses some of the best practices to shape the individual manipulations of the changes related to society and institutions.

Advances in image and video processing, Mar 2, 2023

The current dynamic societal changes increase stress and depression. COVID-19 pandemic, though, c... more The current dynamic societal changes increase stress and depression. COVID-19 pandemic, though, creates an uncertain atmosphere in classrooms. Therefore, students and teachers experience many mental health disparities. Despite the expanded discussions about students, and teachers' well-being, there is a dire need to resolve the understanding of the mental health issues among the learning and teaching communities. For effective teaching, educators should be aware of learners' psychological and psychosocial changes related to the development of autonomous personal life. For learning progression, students must cope with the academic and social demands they could encounter in schools and their professional careers. Covid-19 raised many psychological and sociological challenges that shaped developing systems and intervention methods that prevent or at least reduce the collateral mental problems such as anxiety and depression. This article attempts to portray the learners' mental instability during the Covid-19 pandemic and then discusses some teaching tools that lead to controlling the disruption in the educational industry. It introduces anxiety and depression among learners to increase educators' awareness of the symptoms and the pedagogical tools to guide their students properly. It also reports some easy-to-follow pedagogical strategies to assess and control students' anxiety and depression in learning environments.

Assessing Online Students' Engagement in Higher Education: Use Theory to Guide Instructions and Foster Online Learners' Interactions, 2024

Adult Education and Empathy in Higher Education Institutions , 2024

Feedback Effectiveness in Higher Education: Utilizing Students’ Feedback to foster Teaching and Learning , 2023

Feedback is considered a corrective communication tool shaping individual and institutional outco... more Feedback is considered a corrective communication tool shaping individual and institutional outcomes. It leverages understanding the tasks and goals of the engaged individuals. Using students' feedback in higher education is crucial for high teaching performance. Professors' ability to utilize students' feedback is a motivational tool for teaching efficiency and institutional effectiveness. Institutional use of students' feedback deepens students' engagement and embraces a studentcentered institutional approach. This article aims to discover and illustrate how feedback is viewed and expressed in higher education settings to examine the manipulative methods to foster classroom teaching and used managerial approaches. It highlights the factors shaping students' perceptions regarding their performance and the performance of their professors. It addresses the researched factors shaping the institutional use of receiving feedback from students. It also identifies some research-based strategies to properly use students' feedback for the betterment of the institution and students.

SCM Model for Educational Leadership , 2023

Toward Effective Teaching: What Teachers Need to Know About Anxiety and Bipolar Disorder, 2023

Advances in Educational Marketing, Administration, and Leadership

Teachers are exposed to a highly stressful job because of the dynamic organizational and societal... more Teachers are exposed to a highly stressful job because of the dynamic organizational and societal changes experienced in the educational sector. To deal with these daily challenges, they need to develop high-level emotional competencies such as emotional intelligence (EI) to support their professional development (PD) for adequate teaching and schooling. Developing EI capitalizes upon the harmonious relationships among the various school aspects: student's academic achievement and effective instruction. To this point, it fosters in-class diversity and inclusion understanding. This chapter highlights the strong connection between emotional intelligence and teachers' professional development toward positive professional and organizational changes. It reports PD's correlation with teachers' self-direction, leadership skills, and teaching effectiveness. It also addresses some easy-to-follow pedagogical implications.

Global and Transformative Approaches Toward Linguistic Diversity

Teaching literature has been regarded as crucial to the ability to use language. There has been a... more Teaching literature has been regarded as crucial to the ability to use language. There has been an upsurge of interest in using literature in language learners' classrooms. In literacy classes, students bring their imagination, memories, thinking processes, morals, social values, historical knowledge, and prior knowledge to the text. They could extract meaning from texts as fully aware of the specificity of their cultural backgrounds and others through experiencing, exploring, hypothesizing, and synthesizing processes. The role of pedagogy drives the literary practice and leads to how knowledge is produced and how subject positions are constructed in historical, social, and political manners. This chapter raises some of the issues and debates related to using literature with language learners. It highlights some pedagogical strategies that could equip instructors with the tools to alleviate students' tension and elevate their human motives and psyches to make the learning co...

Asian Journal of Interdisciplinary Research, 2021

Google Docs, as a collaborative online writing tool in Higher Education, facilitates and enhances... more Google Docs, as a collaborative online writing tool in Higher Education, facilitates and enhances the Composition pedagogical practices in face-to-face and virtual classes. The purpose of this quantitative study is to investigate the students’ learning styles’ impact on their Peer Assessment using Google Docs. Participants included 149 Composition students in a Public Health College of a private university in New York City. The statistical findings of this study revealed that students’ learning skills in online writing classes could drive their perceptions of using Google Docs as a Peer Assessment Writing tool. These findings highlight the high correlation between students’ desire to interact after writing in English and their perceptions of using Google Docs as a collaborative writing tool. The findings also revealed statistically significant relationships between students’ perceptions of using Google Docs and their preferences of receiving feedback in different language areas. An ...

SSRN Electronic Journal, 2020

International Journal of Contemporary Education, 2020

A strong sense of self-efficacy supports human accomplishment. Learners with high assurance in th... more A strong sense of self-efficacy supports human accomplishment. Learners with high assurance in their capacities could approach difficult tasks as challenges to be handled rather than threats to be avoided. Such an outlook fosters those learners’ activities’ engrossment and their intrinsic interests of the learned contents. Therefore, learners set themselves goals and keep a strong commitment to these designated goals. To face failure, learners heighten and sustain their efforts by attributing this failure to insufficient effort and deficient knowledge and skills which ought to be acquired. To this end, those learners utilize their prior knowledge assurance to overcome the confronted threats.Concurrently, teachers ought to provide the relevant instruction that empowers their students. Consequently, learners could raise their expectations of the relevance of the perceived cognition and make sense of their world. Make learning relevance deemed a catalyst towards learners’ self- efficac...

JOURNAL OF PSYCHOLOGY & BEHAVIORAL SCIENCE, 2018