I am a teacher, educator, and educational designer. I began my career as a primary school teacher at the age of 20. Since then, I have gained extensive experience in both K-12 and higher education. Prior to starting my PhD studies in Australia in 2018, I held the position of Dean of Open Learning at the Maldives National University (MNU), Maldives. During my time at MNU, I led a talented team to design and deliver flexible learning courses to the geographically dispersed island communities of the Maldives. Despite the challenges, it was a fulfilling experience that enabled hundreds of students to access university education that would have otherwise been nearly impossible.
My commitment to improving accessibility and learner engagement at MNU motivated me to focus my PhD research on the institutional adoption and implementation of blended learning in higher education. In my PhD research, I examined the roles of various factors that influence the adoption and implementation of technology-enhanced learning and how the roles may change over the course of diffusion.
My journey to obtain a PhD has now come to fruition, and I am honoured to be a part of the educational design team at the University of Wollongong Australia. This stage in my learning journey allows me to bring together my educational leadership experience from MNU and the theoretical knowledge gained through my PhD studies. As a dedicated lifelong learner, I am constantly striving to expand my knowledge. My mother instilled in me a love of learning from a young age by reminding me to seek knowledge from “cradle to grave,” which has had a profound impact on my learning journey.
My learning experience in Australia extends beyond the University of Wollongong. During my PhD studies, I had the privilege of working as a casual research project manager at the University of Sydney and as a research assistant at the University of New South Wales. I also served as an online tutor, teaching a postgraduate education subject at Griffith University. Although these experiences may seem small, they were important professional opportunities that helped me prepare for my future postdoctoral career.
I am currently quite research-focused, and I attribute this mindset shift to my PhD journey, which I have thoroughly enjoyed. My research interests include digital technology in education, assessment design, GenAI in education, and social media. I am actively working on multiple research projects in these areas. To expand my professional network, I have joined research and professional organisations such as AARE, ASCILITE, and WATTLE.
If you’re interested in my recent publications, here is some to check out. Please note that a few articles are currently undergoing peer review and will be added here once the review process is complete.
- Ali, R. (Accepted, April 1, 2024). Drivers and barriers for institutional adoption and diffusion of blended learning in higher education. In Mishra, P. K, Panda, S., & Mishra, S. (Eds.), Case Studies on Blended Learning in Higher Education: Policy, Planning, and Quality Assurance. Springer.
- Ali, R. & Georgiou, H. (2024). A process for institutional adoption and diffusion of blended learning in higher education. Higher Education Policy (Published online). DOI: 10.1057/s41307-024-00359-y.
- Ali, R. (2024). How challenging? Barriers for teachers in institutional implementation of blended learning. Open Learning: The Journal of Open, Distance and e-Learning (Published online). DOI: 10.1080/02680513.2024.2342922.
- Ali, R. (2024). Navigating for smooth sailing: A qualitative analysis of factors affecting institutional adoption and diffusion of blended learning. Policy Reviews in Higher Education. 8(2), 212-234. DOI: https://doi.org/10.1080/23322969.2024.2404858
- Ali, R. (2023). Book Review: Blended Learning Environments to Foster Self-Directed Learning, edited by van der Westhuizen, C., Maphalala, M. C., & Bailey, R. (AOSIS Books, 2022). The International Review of Research in Open and Distributed Learning, 24(4), 278–280.
- Ali, R. (2023). e-Tutor: Understanding the use of Facebook for informal learning through the lens of uses and gratifications theory. Interactive Technology and Smart Education. 20(3), 385-402
- Ali, R. (2023). Institutional adoption and implementation of blended learning: Differences in student perceptions. Turkish Online Journal of Distance Education, 24(1), 37-53.
- Ali, R. (2022). Potential of Viber messenger to foster online social presence among blended learning students. Journal of Educators Online, 19(3).
- Ali, R. (2019). Is blending the solution? A systematic literature review on the key drivers of blended learning in higher education. Maldives National Journal of Research. 7(1), 29-42.
- Ali, R. (2016). Mitigating higher educational challenges through blended learning: A Maldivian experience. International Journal of E-Learning and Educational Technologies in the Digital Media. 2(3), 95-104.
- Ali, R. (2016). Reaching the Unreached Through Blended Learning: A Case Study of The Maldives National University, Proceedings of The Fifth International Conference on E-Learning and E-Technologies in Education. Kuala Lumpur, Malaysia.
- Afeef, A., Afeef, H. Ali, A. & Ali, R. (2015). Key Stage 2 Dhivehi 4(A), Textbook. National Institute of Education, Ministry of Education, Maldives.
- Afeef, A., Afeef, H. Ali, A. & Ali, R. (2015). Key Stage 2 Dhivehi 4(B), Textbook. National Institute of Education, Ministry of Education, Maldives.
- Afeef, A., Afeef, H. Ali, A. & Ali, R. (2015). Key Stage 2 Dhivehi 4, Teachers’ Guide. National Institute of Education, Ministry of Education, Maldives.
If you are interested in my work, feel free to connect me through the “Stay Connected” channels. Let’s work together to make a positive impact on education through collaboration!