**3. Methodology**

In general, this section identifies the factors that can help build a community of practice around online labs in the MENA region by using the 4 Ws idea [27]: "where, why, which, and what", as illustrated in **Figure 2**. The answer to each specific question allows a better understanding of the general aspects associated with such a community. In particular, and for addressing the "what" dimension, a mixed methodology targeting both qualitative and quantitative data was used, allowing for a better observation of the beliefs and expectations of MENA researchers.

#### **3.1. Where do we want to create a community of practice?**

MENA countries have taken great steps in developing education: almost complete gender parity has been achieved, the average level of schooling has quadrupled, and since 1980, illiteracy

**Figure 2.** Methodology for creating a community of practice.

has been halved, and so on [28]. However, MENA countries still face many challenges in their higher educational systems. In particular, these countries need to enhance their higher educational systems, which are of "low quality"; to use the qualification used in the World Bank Group report [28]:

*"Evidence demonstrates that school systems in MENA are generally of low quality. Basic skills are not being learnt, a fact most clearly captured by international standardized tests, whose results reveal that the Region is still below the level expected given MENA countries' per capita income".*

### **3.2. Why is it important to create a community of practice?**

Creating a network can bring benefits, especially in higher educational sectors; this is what has been proved in the past and today. Furthermore, Internet technology has been expanding

To create a community of practice around online labs in the MENA region, a regional and national community network must be built for providing the resources to teachers and students. Moreover, this community network can increase the collaborative work among

In general, this section identifies the factors that can help build a community of practice around online labs in the MENA region by using the 4 Ws idea [27]: "where, why, which, and what", as illustrated in **Figure 2**. The answer to each specific question allows a better understanding of the general aspects associated with such a community. In particular, and for addressing the "what" dimension, a mixed methodology targeting both qualitative and quantitative data was used, allowing for a better observation of the beliefs and expectations

MENA countries have taken great steps in developing education: almost complete gender parity has been achieved, the average level of schooling has quadrupled, and since 1980, illiteracy

the range of networks widely, as mentioned in [16]:

**3.1. Where do we want to create a community of practice?**

**Figure 2.** Methodology for creating a community of practice.

researchers.

**3. Methodology**

86 Global Voices in Higher Education

of MENA researchers.

A community of practice will help increase the collaborative and cooperative work among the MENA researchers and will help improve the higher educational systems by promoting instructional technologies in this region. There is a potential interest in instructional technologies that could be help build a community of practice around online labs in this region [14]:

### **3.3. Which available instructional technology can be used to facilitate a community of practice?**

We focus on online labs technology. This shall also be the instructional technology around which we will create a community of practice.

Depending on the topology of the online community, a community of practice can be based on different Internet platforms.

To build a new community of practice, one should consider the paradigm related to the emergence of new instructional technologies. Online labs are characterized by strong social relationships between participants. They support the participants by providing a permanent line of communication and a common online meeting space. This creates an environment where long-lasting relationships between researchers can flourish.

Furthermore, online labs are a special type of online learning community. Hence, the same kind of strong relationships can also be created between teachers and students and among students themselves [25].

Nevertheless, one must not forget that technology alone does not create a community. It may greatly assist, of course, but what is important is the social architecture of the community [29].

### **3.4. What are the techniques used to analyze the community predisposition toward a community of practice?**

Questionnaires, interviews, and online meeting techniques have been used to assist building a community of practice around online labs.

For collecting quantitative and qualitative data, we used three techniques [30, 31]: questionnaires, interviews, and online meetings; see **Figure 3**. The questionnaire technique was applied

**Figure 3.** Techniques used for collecting quantitative and qualitative data.

during seminars that we presented in three institutions in the Kurdistan region of Iraq: the University of Duhok, the University of Zakho, and Duhok Polytechnic University. After those seminars, we interviewed some of the participants, who were academics from those universities. Finally, we conducted an online meeting between a selected group of academics from the Kurdistan region of Iraq and an outside expert, using video conference.

#### *3.4.1. Quantitative data*

Quantitative data were collected via the questionnaire. A series of presentations were made in three universities in the Kurdistan region, Iraq, according to the following schedule:


After each presentation, the questionnaire forms, which were validated through peer review, were handed out to the participants. Most of the participants agreed to respond.

#### *3.4.2. Qualitative data*

Qualitative data were collected in the interviews and in the online meetings. The interviewees were academics from the three universities, with an interest in instructional technologies and who have more than 15 years of work experience at the university. The interview included a set of open-ended questions [31] that were used to draw new insights from the interviewees and discover new ideas [32].

The online meeting used the Skype conference tool.<sup>3</sup> During the meeting, participants in the Kurdistan region of Iraq met with Professor Gustavo R. Alves (who is one of the authors of the present study). Professor Alves<sup>4</sup> has vast experience using online labs and is one of the most active researchers in the area [33]. During the meeting, details of the operation of online labs were discussed and how online labs can be the focus of a new community of practice in the MENA countries.
