The UAE is considered to be a high-context culture (Ajami, 2016) meaning that students tend to use indirect and formal methods of communication (Gupta, 2010), relying heavily on context and subtle, non-verbal cues. Furthermore, the Arabic language is constructed with inherited information (Ajami, 2016), meaning that students from high-context cultures will seek out inferred meaning, as opposed to students of low-context culture who strive to find literal meaning,

[CIEPurdue]. (2016, Jul, 1). High and Low Contexts. Retrieved from https://www.youtube.com/watch?v=VUSDEQspsm0&t=38s

 As a result students are more engaged and prefer collaborating through synchronous modes of communication such as group discussions through audio or video calls. Synchronous methods involve information being shared instantaneously where context and inferred meaning can be play a central role. Rabayah (2013) identified students prefered communicating knowledge orally with 80% preferring oral presentations opposed to textual information. It is common to see asynchronous modes of communication such as blogs, emails and posts, possibly because it is easier because timing does not need to be considered.

Currently online communication practices do not afford opportunities for high-context learners. Amani (2014) highlights that this in turn impacts on students perceptions of the course and of their ability. This is a significant factor to be aware of when designing learning experiences or assessments for UAE learners. It is recommended that educators in both tertiary and K-12 settings place an emphasis on using synchronous modes of communication, that further develop student relationships and collaboration.

How do students feel about it?
References

Ajami, H. (2016). Arabic Language, Culture, and Communication. International Journal of Linguistics and Communication 4(1)120-123 Retrieved from http://ijlcnet.com/journals/ijlc/Vol_4_No_1_June_2016/12.pdf

Almutairi, H. (2007). The influence of educational and sociocultural factors on the learning styles and strategies of female students in Saudi Arabia. University of Leicester, Leicester. Retrvied from http://hdl.handle.net/2381/10217

Amani, H. (2014). The Reciprocal and Correlative Relationship Between Learning Culture and Online Education: A Case from Saudi Arabia. University of Dammam, Saudi Arabia. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1408/2773

Gupta, S. (2010). A quick guide to cultural competency. Retrieved from www.guptaconsulting.com

Rabayah, K. (2013). Arab learners’ cultural values and their interference with e-Learning. CSEDU 2013. Paper submitted to the 5th International Conference on Computer Supported Education. 154-159. Retrieved from https://www.researchgate.net/publication/266602211_Arabic_learners’_cultural_values_and_their_interference_with_E-learning_environments