Investigation on Impact of Virtual Studies in UAE

Table of Contents

Introduction. 3

Purpose of Study. 3

Review of Literature. 4

Methodology. 5

Data collection. 5

Results. 5

The Gap that exist in implementation of Virtual Learning at Institution of Higher Education in UAE   5

The flexibility of virtual University in UAE’s Context 5

Discussion. 6

Examples of Virtual University. 6

Impact of Virtual University in UAE.. 6

Conclusion. 7




Technology today allows us to record, analyze, investigate, and assess the physical world to a phenomenal degree. Endeavors in the new thousand years are progressively depending on innovation to guarantee that they meet their central goal prerequisites. It is vital to note here that, Educational organizations have been alluded to as unpredictable and arcane undertakings (Dalgarno & Lee, 2010). For educational establishments, this dependence on innovation will require new statements of purpose, reconsidered lists and different materials, distinctive learning circumstances and strategies for guideline, and, maybe most altogether, new gauges for measuring accomplishment. To accomplish these targets, a few activities as online systems, reformations, diversions etc. are being created and implemented. Among these practices, reenactments and amusements are discovered to be the best ones (Sumak, Polancic & Hericko, 2010). The creator will audit one such activity, to be specific ‘Virtual U’ otherwise called Virtual University (Sumak, Polancic & Hericko, 2010). This paper therefore address the impact of virtual universities in UAE.

Purpose of Study

For the past few decades, education in Dubai has constantly rolled from the accustomed way. Students looking to achieve advanced education would need to walk the oft-tread way; that is, the way of ordinary education whereby students need to select in normal degree, recognition or verification programs for a certain cost, buy course material and go to classes on grounds according to an ordinary semester-like calendar. In the previous five years the constituent of education has started to change. Presently, online educational materials or ‘virtual university’ have started to manifest; giving the same heap of profits as a standard university or school, yet in a fairly one of a kind and imaginative way (Sumak, Polancic & Hericko, 2010). Virtual universities give students the preference of completing an excellent training in the field of their decision through the Internet along these lines empowering them to be accountable for their study schedule. As opposed to take after a semester-like timetable, students have the capacity to plan their own particular study routine and study their subjects as and when they can. In Dubai, where numerous students are working either part-time or full-time to cover for costs.

Review of Literature

The Virtual Universities system was produced along the lines of the mainstream amusement known as, ‘SimCity’. The essential target of the Virtual U diversion was to build up the aptitudes of the players for dealing with an educational establishment. As per Moore and Williams (2002) ‘Virtual U will give you a chance to test your expertise, judgment, and choices’, while dealing with an educational foundation. This diversion based environment has been composed particularly to empower any individual to handle different situations and issues that are typically experienced in an educational establishment. The amusement is determined by an effective reenactment motor that uses a mix of micro-expository and system elements systems and draws on a far reaching aggregation of information on the U.S. advanced education system” (Massey, 1999). In fact the system was created utilizing C++ as a part of a windows based environment. Virtual U in its present state does not run on the “Mac” based systems because of the use of exclusive windows based design (Cheng, Chiang, Ye & Cheng, 2010). Notwithstanding, it is conceived by the creators that a form for Macintosh clients will be produced soon.

The Virtual U game uses a few techniques and permits the client or the player according to his/her necessities (Cheng, Chiang, Ye & Cheng, 2010). As a rule the player is designated as the University president and permitted to deal with the University all in all. In this part the player is worried about organization level strategies, plan etc. At that point there are situation based methods like enhancing presentation or research performance in a specific workforce, where the player expect the part of a staff head (Wiecha, Heyden, Sternthal & Merialdi, 2010). Finally there are a conceivable 18 gamble cards. Chance cards are crisis circumstances that emerge amid the amusement play and require quick consideration. In general, Virtual University not just permits players to investigate optional and tertiary impacts of a few years of moves they may make as scholarly overseers yet they can likewise alter it by conforming everything from the extent of the workforce and understudy body to the expense of keeping up grounds streets and structures (Wiecha, Heyden, Sternthal & Merialdi, 2010).


This study will employ qualitative research design in order to meet its objectives of the study.  The methodology will be employed to gather information and data easily from previous studies in order to ascertain the gap that exists in virtual learning in UAE.

Data collection

The collection of data or information will solely relay on secondary data collection procedures. The data will be collected from books, journals, newspapers and from online sources.



The Gap that exist in implementation of Virtual Learning at Institution of Higher Education in UAE

The analysis of literature available denotes that there is a big gap that exists between understanding of virtual university and its implementation in the UAE. One of the gaps is that there is a unique perception that the people have developed towards virtual learning as a result many are shying away from adopting this beneficial system. the other factor that wideness the gap is that most scholars especially senior educators’ are not in favor of the online system of learning because most of them are not conversant with the use of internet and the computer hence a challenge to virtual learning.

The flexibility of virtual University in UAE’s Context

Based on various sources of knowledge, it is evident that virtual university is one of the most flexible learning systems ever employed in the world. For the case of UAE, most of the uses are employees of various organization. Literature states that they are able to work as well as learn at the safety and comfort workplaces and homes.  They are able to garner the same education at those undertaking full-time courses.


Examples of Virtual University

Virtual university in Dubai is, therefore, realize quite a bit of popularity student’s circles show in the district. Virtual universities in Dubai furnish students without hardly lifting a finger picking training that sticks to the most notable models of value and not course out of their comfort and safety of their homes (Dalgarno & Lee, 2010). Virtual universities in Dubai present students with an extensive variety of majors relating to distinctive fields of study for them to look over such that they find themselves able to attain to all their scholastic and expert objectives. Virtual universities in Dubai all around endeavor to guarantee students that they are not the slightest bit surrendering the benefits as offered by customary universities by selecting in an online university . Various administrations, for example, those particularly coddling students (for instance, understudy directing and portable classroom offices) are made accessible for the profit of people who turn into a piece of such online establishments. Virtual universities in Dubai, accordingly, can be termed as ‘the following best thing’ aside from it has the included favorable circumstances of comfort and reasonableness (Sumak, Polancic & Hericko, 2010).

Impact of Virtual University in UAE

In addition to the above, one of the advantages brought about by virtual university  in Dubai is the way that they are globally perceived by driving organizations as far and wide as possible. Students require must not be agonized over experiencing issues in new a decent, well-paying and challenging profession; numerous top organizations over the globe are as of now acquainted with the status and notoriety of various virtual universities in UAE; many have secured dependable organizations with such organizations so that their students effectively get access to narrowing managers of such organizations (Wiecha, Heyden, Sternthal & Merialdi, 2010).


The privilege of education has a place with everybody be it male or female and it is the obligation of the legislature to put resources into routes for advancing training. The conservative mode of getting training is classroom instructing, where a gathering of students of comparative age are obliged to take lessons and the collaboration in the middle of students and educator is up close and personal. This system for getting quality training is thought to be the favored mode however it doesn’t look into those students who live in far-flung territories, who don’t have admittance to grounds schools and universities and who can’t manage the cost of the extra cost of going to a remote school or university. Presently because of the internet and with it the approach of virtual university in Dubai, it is feasible for these less blessed students to get advanced education



Dalgarno, B., & Lee, M. J. (2010). What are the learning affordances of 3‐D virtual environments?. British Journal of Educational Technology, 41(1), 10-32.

Sumak, B., Polancic, G., & Hericko, M. (2010, February). An empirical study of virtual learning environment adoption using UTAUT. In Mobile, Hybrid, and On-Line Learning, 2010.      ELML’10. Second International Conference on (pp. 17-22). IEEE.

Cheng, Y., Chiang, H. C., Ye, J., & Cheng, L. H. (2010). Enhancing empathy instruction using a collaborative virtual learning environment for children with autistic spectrum        conditions. Computers & Education, 55(4), 1449-1458.

Wiecha, J., Heyden, R., Sternthal, E., & Merialdi, M. (2010). Learning in a virtual world:    experience with using second life for medical education. Journal of medical Internet         research, 12(1), e1.

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