Maha Telmesani | University of Manitoba (original) (raw)
Experienced Assistant Professor with a demonstrated history of working in the higher education sector. Strong educational background with a PhD focused in Post-Secondary and Adult Education, and Educational Administration and Psychology. Working as the Assistant Director of The Quality Assurance and Academic Accreditation Centre, demonstrating consistent success as an administrator and educator. Seasoned in giving professional development workshops focusing on effective teaching practices in higher education, and quality teaching and learning. A compassionate leader, and a skilled communicator with a strong ethical and social awareness, and commitment towards my students and professional development. Research interests are blended learning, COI, effective post secondary education, quality in higher education, constructivism, culture and education.
Supervisors: Marlene Atleo and Dawn Wallin
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Papers by Maha Telmesani
This qualitative study examined instructors’ perceptions of teaching practices and their experien... more This qualitative study examined instructors’ perceptions of teaching practices and their experiences teaching blended learning at the University of Manitoba. Using in-depth interviews, this study (a) explored instructors’ teaching practices and their experiences teaching using blended learning in higher education, (b) examined the extent to which elements of the community of inquiry framework (designed along social constructivist learning principles) were incorporated into instructors’ approaches, and (c) examined which learning theories influenced the teaching of blended learning courses at the university of Manitoba as well as their impact on effective instruction and learning in higher education contexts. The study revealed that instructors found convenience, accessibility, and cognitive flexibility to be some of the main benefits of blended learning for learners. Instructors adopted the underlying principles of social constructivism. In their teaching, they focused on several is...
Abstract: This thesis is designed to provide a qualitative description of university instructors&... more Abstract: This thesis is designed to provide a qualitative description of university instructors' experiences, attitudes and perceptions of online learning in an effort to better design online courses that meet the needs of both teaching instructors and learning students. The ...
This qualitative study examined instructors’ perceptions of teaching practices and their experien... more This qualitative study examined instructors’ perceptions of teaching practices and their experiences teaching blended learning at the University of Manitoba. Using in-depth interviews, this study (a) explored instructors’ teaching practices and their experiences teaching using blended learning in higher education, (b) examined the extent to which elements of the community of inquiry framework (designed along social constructivist learning principles) were incorporated into instructors’ approaches, and (c) examined which learning theories influenced the teaching of blended learning courses at the university of Manitoba as well as their impact on effective instruction and learning in higher education contexts. The study revealed that instructors found convenience, accessibility, and cognitive flexibility to be some of the main benefits of blended learning for learners. Instructors adopted the underlying principles of social constructivism. In their teaching, they focused on several is...
Abstract: This thesis is designed to provide a qualitative description of university instructors&... more Abstract: This thesis is designed to provide a qualitative description of university instructors' experiences, attitudes and perceptions of online learning in an effort to better design online courses that meet the needs of both teaching instructors and learning students. The ...