Browsing by Author "Nizamuddin, Sameer"

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    ‘It is not easy at all’: A Phenomenological Study of Learning Experiences of Resettled Afghan Refugees in Canada
    (2023-05-11) Nizamuddin, Sameer; Dr. Shibao Guo; Dr. Patricia Danyluk; Dr. Kaori Wada; Dr. Shibao Guo
    With the decade long security crises in Afghanistan, many Afghan refugees have arrived in Canada with a significant history of trauma due to war, with hopes to rebuild their lives by learning and adapting the norms and structures of their host societies. Amidst the extended nature of their displacement, learning and education can be a source of healing and gaining social and economic mobilities. However, they experience multifaceted difficulties in their learning journeys, and their learning experiences and needs often go unnoticed. Capturing the rich experiences of refugees, particularly Afghans, have received limited attention in the past. Previous studies on refugee learning experiences have majorly focused on secondary and post-secondary education and their associated challenges, and little attention is paid on the importance of other forms of learnings which help learners accumulate social and cultural capital necessary for their resettlement. Therefore, the purpose of this phenomenological study is to explore learning experiences of adult Afghan refugees in Canada. Specifically, this study examines the factors, sources, and strategies that facilitate their learning experiences, and barriers and challenges they face during their learning processes. By utilizing the theoretical framework of forms of capital, this qualitative study describes transformative learning experiences of Afghan refugees in Canada, particularly in terms of the disruption of their previous social and cultural capitals and the establishment of the new forms of capital during their resettlement processes. Additionally, these Afghan refugees illustrated the role of social connections and support systems in their learning experiences, their unique and informal pathways of learnings, as well as their learning motivations and aspirations. Moreover, this study confirms and demonstrates devaluation of their past educational credentials, language barriers, challenges from governmental and educational institutions, and mental health concerns as significant barriers to their learning experiences.
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    The outcomes of a mobile just-in-time-learning intervention for teaching bioethics in Pakistan
    (2022-09-13) Naseem, Azra; Nizamuddin, Sameer; Ghias, Kulsoom
    Abstract Introduction The study aimed to test the effectiveness and the feasibility of a mobile just-in-time-learning (m-JiTL) approach for teaching bioethics at a university in Pakistan. Over four months, a mobile app (EthAKUL) was used to enhance ethical reasoning among practising nurses, trainee physicians, and medical and nursing students utilising the m-JiTL approach. Participants used EthAKUL to access bioethics modules and participate in asynchronous discussions. Methods A mixed methods design was adopted. Pre- and post-knowledge tests were used to assess changes in participants' knowledge of bioethics concepts, while pre- and post-surveys were used to assess changes in participants' attitudes towards m-learning. After the intervention, focus group discussions with the participants were held. Analysis of the discussion posts and meeting notes was conducted. Results The learners had a favourable attitude toward using mobile devices for learning purposes at the start of the intervention, and the score remained positive afterwards. Bioethics knowledge test scores improved at the end of the intervention, with medical students experiencing the greatest improvement. However, because of the high drop-out rate and lack of participation after the initial phase, it is unclear whether the increase in score or positive attitude is the result of the intervention, making it difficult to draw firm conclusions about the intervention's success. Conclusions EthAKUL is the first of its kind app for teaching bioethics, and the study has offered important insights into adopting new pedagogies and technologies for bioethics teaching. It has also identified issues with the design of the app and m-JiTL pedagogy that must be addressed before curriculum-wide adoption.