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Ajrina Hysaj

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2020 – today

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2024
[c19]
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Ajrina Hysaj, Georgina Farouqa, Sara Azeem Khan, Laith Hiasat:
A Tale of Academic Writing Using AI Tools: Lessons Learned from Multicultural Undergraduate Students. HCI (21) 2024: 43-56
[c18]
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Ajrina Hysaj, Mark Freeman, Doaa Hamam:
Using AI Tools to Enhance Academic Writing and Maintain Academic Integrity. HCI (21) 2024: 57-66
2023
[c17]
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Ajrina Hysaj, Doaa Hamam:
What Does It Take to Develop Critical Thinking? The Case of Multicultural Students in a Digital Learning Platform. HCI (16) 2023: 49-57
[c16]
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Ajrina Hysaj, Mark Bruce Freeman, Zeenath Reza Khan:
Theory of Planned Behaviour in Higher Education: Exploring the Perceptions of Multicultural ESL Students About Cheating. HCI (16) 2023: 58-71
[c15]
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Ajrina Hysaj, Georgina Farouqa, Sara Azeem Khan, Laith Hiasat:
Reducing Stress Through Formative Assessments: A Case of the Digital Platform. HCI (16) 2023: 486-500
2022
[c14]
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Georgina Farouqa, Ajrina Hysaj:
Exploring Faculty Members Perception of Utilizing Technology to Enhance Student Engagement in the United Arab Emirates: Technology and the ICAP Modes of Engagement. HCI (15) 2022: 67-76
[c13]
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Georgina Farouqa, Ajrina Hysaj:
Active Learning in the Lenses of Faculty: A Qualitative Study in Universities in the United Arab Emirates. HCI (15) 2022: 77-90
[c12]
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Ajrina Hysaj, Doaa Hamam:
Dimensions of Formative Feedback During the COVID-19 Pandemic: Evaluating the Perceptions of Undergraduates in Multicultural EAP Classrooms. HCI (15) 2022: 103-114
[c11]
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Ajrina Hysaj, Harshita Aini Haroon:
Online Formative Assessment and Feedback: A Focus Group Discussion Among Language Teachers. HCI (15) 2022: 115-126
[c10]
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Sara Suleymanova, Ajrina Hysaj:
Undergraduate Emirati Students' Challenges of Language Barrier in Meeting Expectations of English Medium University in the UAE. HCI (15) 2022: 199-209
2021
[c9]
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Doaa Hamam, Ajrina Hysaj:
Technological Pedagogical and Content Knowledge (TPACK): Higher Education Teachers' Perspectives on the Use of TPACK in Online Academic Writing Classes. HCI (39) 2021: 51-58
[c8]
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Ajrina Hysaj, Sara Suleymanova:
Safeguarding Academic Integrity in Crisis Induced Environment: A Case Study of Emirati Engineering and IT Students in a Private University in the UAE. HCI (14) 2021: 236-245
[c7]
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Ajrina Hysaj, Doaa Hamam, Sandra Baroudi:
Efficacy of Group Work in the Online Platform: An Exploration of Multicultural Undergraduates' Attitudes in Online Academic Writing Classes. HCI (14) 2021: 246-256
[c6]
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Ajrina Hysaj:
COVID- 19 pandemic and Online Teaching from the Lenses of K-12 STEM Teachers in Albania. TALE 2021: 1-7
[c5]
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Ajrina Hysaj:
Group Reports in the Online Platform: A Puzzle, a Ride in the Park or a Steep Slope: A Case Study of Multicultural Undergraduate Students in the United Arab Emirates. TALE 2021: 745-750
2020
[c4]
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Ajrina Hysaj, Doaa Hamam:
Exploring the Affordance of Distance Learning Platform (DLP) in COVID19 Remote Learning Environment. HCI (43) 2020: 421-431
[c3]
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Ajrina Hysaj, Doaa Hamam:
Does Delivery Method Matter for Multicultural Undergraduate Students? A Case Study of an Australian University in the United Arab Emirates. HCI (15) 2020: 538-548
[c2]
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Ajrina Hysaj, Doaa Hamam:
Academic Writing Skills in the Online Platform- A Success, a Failure or Something in Between? A Study on Perceptions of Higher Education Students and Teachers in the UAE. TALE 2020: 668-673
[c1]
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Ajrina Hysaj, Sara Suleymanova:
The Analysis of Developing the Application of Critical Thinking in Oral and Written Discussions: The Case of Emirati Students in the United Arab Emirates. TALE 2020: 819-824

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