Entesar A. Almosallam, Monerah Alawadh, Rawan S. Alhasani, S. M. Almansour, Wejdan Altamimi, Yasmeen R. Altujjar
The Holy Quran forms one of the basis of the Islam religion. Prophet Mohammed "peace be upon him" asked Moslems to pay attention to The Holy Quran by learning the Quran texts and understanding the Quran meaning. The Holy Quran consists of 114 chapters which is called a sura (plural: suwar). Each sura is divided into verses. Currently, there are many applications released in the market to facilitate the Quran memorization process. However, these applications are still limited and focus only on the direct use of technology without using more innovative techniques to help Quran memorizers to interact, memorize, understand and connect with the topics in the Quran. This paper will shed the light on ITQAN, a mobile-based application, which has been developed for helping memorizers to master their memorization skills by taking advantage of the "Topical Interpretation" of the Quran that utilizes visualization techniques such as mind mapping to connect the various verses with each other and their topics, and display them in an orderly manner. ITQAN was developed for Android platform using Eclipse integrated development environment (IDE), Android developer tools (ADT) plug-in and Android software development kit (SDK). The application was tested on twenty subjects from the "Dar Makah" Quran memorization school. The results showed that 85% of the students found the application useful in remembering the learned verses and memorization while 80% found the application useful in retaining their interest in the completion of the Quran memorization.
{"title":"ITQAN: A Mobile Based Assistant for Mastering Quran Memorization","authors":"Entesar A. Almosallam, Monerah Alawadh, Rawan S. Alhasani, S. M. Almansour, Wejdan Altamimi, Yasmeen R. Altujjar","doi":"10.1109/ECONF.2015.42","DOIUrl":"https://doi.org/10.1109/ECONF.2015.42","url":null,"abstract":"The Holy Quran forms one of the basis of the Islam religion. Prophet Mohammed \"peace be upon him\" asked Moslems to pay attention to The Holy Quran by learning the Quran texts and understanding the Quran meaning. The Holy Quran consists of 114 chapters which is called a sura (plural: suwar). Each sura is divided into verses. Currently, there are many applications released in the market to facilitate the Quran memorization process. However, these applications are still limited and focus only on the direct use of technology without using more innovative techniques to help Quran memorizers to interact, memorize, understand and connect with the topics in the Quran. This paper will shed the light on ITQAN, a mobile-based application, which has been developed for helping memorizers to master their memorization skills by taking advantage of the \"Topical Interpretation\" of the Quran that utilizes visualization techniques such as mind mapping to connect the various verses with each other and their topics, and display them in an orderly manner. ITQAN was developed for Android platform using Eclipse integrated development environment (IDE), Android developer tools (ADT) plug-in and Android software development kit (SDK). The application was tested on twenty subjects from the \"Dar Makah\" Quran memorization school. The results showed that 85% of the students found the application useful in remembering the learned verses and memorization while 80% found the application useful in retaining their interest in the completion of the Quran memorization.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116388700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-10-01DOI: 10.1109/ECONF.2015.7858257
R. A. Wahab, Sheeba P. Thomas
Technology enables new learning experiences when combined with traditional face-to-face instruction. Today's modern classroom uses learning management system and e-learning tools that capture student's cognition and engages them in learning process via technology. By receiving frequent and timely feedback on their performance students can achieve the highest learning outcomes through a learner centric academic pathway. This paper presents an overview of learner experiences of MasteringChemistry®, an online based learning support and monitoring tool, at College of Health Sciences. Forty seven Allied Health students participated in this study. The survey results revealed that 85% of the students showed positive response regarding the usefulness of e-learning tool in improving their learning. In addition, 87% of the students found Mastering chemistry has variety of options for personalizing the learning experience. Since Feedback is a critical component on online learning and assessment, 77% of the students found receiving timely feedback on their assignment was helpful. Furthermore, 70% of the students believed that MasteringChemistry® made them more active and self-directed learners. All the above findings support that technology assisted learning shifts the pedagogy from instructor-centered to learner-centered.
{"title":"Students experiences of an online learning tool at college of health sciences","authors":"R. A. Wahab, Sheeba P. Thomas","doi":"10.1109/ECONF.2015.7858257","DOIUrl":"https://doi.org/10.1109/ECONF.2015.7858257","url":null,"abstract":"Technology enables new learning experiences when combined with traditional face-to-face instruction. Today's modern classroom uses learning management system and e-learning tools that capture student's cognition and engages them in learning process via technology. By receiving frequent and timely feedback on their performance students can achieve the highest learning outcomes through a learner centric academic pathway. This paper presents an overview of learner experiences of MasteringChemistry®, an online based learning support and monitoring tool, at College of Health Sciences. Forty seven Allied Health students participated in this study. The survey results revealed that 85% of the students showed positive response regarding the usefulness of e-learning tool in improving their learning. In addition, 87% of the students found Mastering chemistry has variety of options for personalizing the learning experience. Since Feedback is a critical component on online learning and assessment, 77% of the students found receiving timely feedback on their assignment was helpful. Furthermore, 70% of the students believed that MasteringChemistry® made them more active and self-directed learners. All the above findings support that technology assisted learning shifts the pedagogy from instructor-centered to learner-centered.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121735226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to shed light on the factual of the published intellectual productivity of faculty members of The University of Bahrain (UOB) in SCOPUS database from 1986 till 29th Dec 2014. The analytical and Bibliometrics methodology used to identify and allocate the substantive trends, type (Article, Conference paper, Review, Book chapter, etc.), no of authors and size of their Publications, and the date of the different sources were published. Results show that (a) The number of the intellectual production of UOB faculty members SCOPUS covers is 2017 distributed in various types of sources and in various fields (b) UOB supports scientific research and the contribution of faculty members (c) Scientific Journals and Conferences are the highest contributors. The study suggests the important to have the university scientific journals to be indexed in order be included in SCOPUS DB.
{"title":"An Analytical Study of the Scientific Researchs at the University of Bahrain","authors":"A. Abdulrazzaq, M. al-Ani, Leqa'a Faisal","doi":"10.1109/ECONF.2015.86","DOIUrl":"https://doi.org/10.1109/ECONF.2015.86","url":null,"abstract":"This study aims to shed light on the factual of the published intellectual productivity of faculty members of The University of Bahrain (UOB) in SCOPUS database from 1986 till 29th Dec 2014. The analytical and Bibliometrics methodology used to identify and allocate the substantive trends, type (Article, Conference paper, Review, Book chapter, etc.), no of authors and size of their Publications, and the date of the different sources were published. Results show that (a) The number of the intellectual production of UOB faculty members SCOPUS covers is 2017 distributed in various types of sources and in various fields (b) UOB supports scientific research and the contribution of faculty members (c) Scientific Journals and Conferences are the highest contributors. The study suggests the important to have the university scientific journals to be indexed in order be included in SCOPUS DB.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130347058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An electronic portfolio (e-portfolio), defined as a collection of student work, plays an important role for students since it insures several pedagogical and educational benefits. In fact, e-portfolio involves students in their learning and increases their ability to self evaluate in order to concentrate on their needs, challenges and objectives. On the market, there are many software for developing e-portfolio. The selection of the appropriate building software of e-portfolio is a challenge for educational organizations that should choose the right solution according to their specific requirements and situation. The aim of this paper is to improve the process of software selection for supporting decision makers. This paper focuses on multi criteria decision making approach specially on the Technique for Order Preference by Similarity to Ideal Solution (TOPSIS).
{"title":"A Multi-criteria Decision Making Model for Software Selection to Build E-Portfolio","authors":"Wided Guezguez, R. Zaini, Ebtehal Quqandi","doi":"10.1109/ECONF.2015.89","DOIUrl":"https://doi.org/10.1109/ECONF.2015.89","url":null,"abstract":"An electronic portfolio (e-portfolio), defined as a collection of student work, plays an important role for students since it insures several pedagogical and educational benefits. In fact, e-portfolio involves students in their learning and increases their ability to self evaluate in order to concentrate on their needs, challenges and objectives. On the market, there are many software for developing e-portfolio. The selection of the appropriate building software of e-portfolio is a challenge for educational organizations that should choose the right solution according to their specific requirements and situation. The aim of this paper is to improve the process of software selection for supporting decision makers. This paper focuses on multi criteria decision making approach specially on the Technique for Order Preference by Similarity to Ideal Solution (TOPSIS).","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129559790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An important practice implemented since 2008 at the only teachers' college in the Kingdom of Bahrain-the Bahrain Teachers' College (BTC)- is e-portfolio assessment. Despite serious efforts to ensure effective implementation of e-portfolio assessment at BTC since its launching, there continued to be over the years several challenges and obstacles, mainly in the form of faculty and students' confusion, that needed to be overcome. This paper, as a result, highlights some of these challenges, it also investigates, through the analysis of a multiplicity of data sources, the impact of an integrated e-portfolio model (IEM), which was originally introduced at BTC in 2012, to help ensure a more successful and effective e-portfolio experience. This investigation is taken even further in the form of an evaluation of IEM on the basis of the well-informed 4 E-Model of Collis & Moonen. The results of the IEM overall evaluation indicated some improvement mainly in the form of stronger awareness and a more accepting culture of e-portfolios, still, however, they also pointed to continuing flaws in e-portfolio implementation and to a need for more focused training of stakeholders.
{"title":"An Evaluation of an Integrated e-Portfolio Model: The Case of Bahrain Teachers' College","authors":"Nina Abdul Razzak","doi":"10.1109/ECONF.2015.45","DOIUrl":"https://doi.org/10.1109/ECONF.2015.45","url":null,"abstract":"An important practice implemented since 2008 at the only teachers' college in the Kingdom of Bahrain-the Bahrain Teachers' College (BTC)- is e-portfolio assessment. Despite serious efforts to ensure effective implementation of e-portfolio assessment at BTC since its launching, there continued to be over the years several challenges and obstacles, mainly in the form of faculty and students' confusion, that needed to be overcome. This paper, as a result, highlights some of these challenges, it also investigates, through the analysis of a multiplicity of data sources, the impact of an integrated e-portfolio model (IEM), which was originally introduced at BTC in 2012, to help ensure a more successful and effective e-portfolio experience. This investigation is taken even further in the form of an evaluation of IEM on the basis of the well-informed 4 E-Model of Collis & Moonen. The results of the IEM overall evaluation indicated some improvement mainly in the form of stronger awareness and a more accepting culture of e-portfolios, still, however, they also pointed to continuing flaws in e-portfolio implementation and to a need for more focused training of stakeholders.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132910519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tasneem M. Yousif, Aysha K. Alharam, W. Elmedany, Abeer A. Al Khalaf, Zainab Fardan
This paper presents a remote monitoring system using website and mobile application for detecting explosive gases. The ROBODEM (ROBOt Detection Explosive Materials) system aims to develop a remotely controlled explosive gas detection system handled by a LEGO Mindstrom NXT robot. The main controller has been designed using arduino uno microcontroller. This robot comes with an IP camera for live video streaming, Gas detection system using MQ6 and MQ5 sensors, as well as GPS receiver for live tracking. This robot can be controlled either indoor using Bluetooth or outdoor using the Internet. The system provides information regarding ROBODEM such as sensors results, current location of the robot, current time and date. This system produces an alarm and a popup window appears in the website if there is leakage of explosive gases. ROBODEM has a live tracking of the robot's path that shown in Google map. The prototype has been tested experimentally and the results are analyzed and discussed.
{"title":"ROBODEM Remote Monitoring System Using Web/Mobile Applications","authors":"Tasneem M. Yousif, Aysha K. Alharam, W. Elmedany, Abeer A. Al Khalaf, Zainab Fardan","doi":"10.1109/ECONF.2015.70","DOIUrl":"https://doi.org/10.1109/ECONF.2015.70","url":null,"abstract":"This paper presents a remote monitoring system using website and mobile application for detecting explosive gases. The ROBODEM (ROBOt Detection Explosive Materials) system aims to develop a remotely controlled explosive gas detection system handled by a LEGO Mindstrom NXT robot. The main controller has been designed using arduino uno microcontroller. This robot comes with an IP camera for live video streaming, Gas detection system using MQ6 and MQ5 sensors, as well as GPS receiver for live tracking. This robot can be controlled either indoor using Bluetooth or outdoor using the Internet. The system provides information regarding ROBODEM such as sensors results, current location of the robot, current time and date. This system produces an alarm and a popup window appears in the website if there is leakage of explosive gases. ROBODEM has a live tracking of the robot's path that shown in Google map. The prototype has been tested experimentally and the results are analyzed and discussed.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134642936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reem A. Alamer, Wejdan A. Al-Doweesh, Hend Suliman Al-Khalifa, Muna S. Al-Razgan
Computer Science (CS) unplugged is a set of learning activities designed to explain CS concepts without using a computer. These activities have been used globally especially during CS outreach programs. It was used during these programs to attract middle and high school students to major in CS. With this knowledge in mind, we initiated a summer camp program involving local middle and high school girls using newly developed CS unplugged activities. The aim of these activities was to teach and simplify key programming concepts, we named these activities Programming Unplugged (PU). The set of activities developed focused on simplifying programming for newcomers. We had measured the success of the activities and the camp using surveys, and projects developed by the students. The result shows that the students have enjoyed the camp and will likely recommend it to their friends. Also, we noticed that most of the CS concepts introduced during PU activities were used in the student's projects.
{"title":"Programming Unplugged: Bridging CS Unplugged Activities Gap for Learning Key Programming Concepts","authors":"Reem A. Alamer, Wejdan A. Al-Doweesh, Hend Suliman Al-Khalifa, Muna S. Al-Razgan","doi":"10.1109/ECONF.2015.27","DOIUrl":"https://doi.org/10.1109/ECONF.2015.27","url":null,"abstract":"Computer Science (CS) unplugged is a set of learning activities designed to explain CS concepts without using a computer. These activities have been used globally especially during CS outreach programs. It was used during these programs to attract middle and high school students to major in CS. With this knowledge in mind, we initiated a summer camp program involving local middle and high school girls using newly developed CS unplugged activities. The aim of these activities was to teach and simplify key programming concepts, we named these activities Programming Unplugged (PU). The set of activities developed focused on simplifying programming for newcomers. We had measured the success of the activities and the camp using surveys, and projects developed by the students. The result shows that the students have enjoyed the camp and will likely recommend it to their friends. Also, we noticed that most of the CS concepts introduced during PU activities were used in the student's projects.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131968703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study is mainly intended to solve the problem of Bisha University traditional Combinational Logic Circuits labs in design logic course. This course is one of the prescribed courses in computer science department-semester five. In A set of programmable virtual instruments in the Combinational Logic Circuits (VIs) have been designed and tested Using LabVIEW environment. The aim of this study is to improve the programmability of Combinational Logic Circuits Course. This paper has discussed designed and developed interactive graphical user interface (GUI) modules (VIs) for studying (a) Half Adder, (b) Full Adder, (c) Half Subtractor Circuits, (d) Full-Subtractor Circuit, (e) Binary Decoder, (f) Binary Encoder, (g) Multiplexers and (h) DeMultiplexers. It will be possible to have unlimited number of programmable objects, and to run more than one program at the same time. This problem can be effectively addressed by improving the student's conceptual understanding and comprehension of the topics through interactive learning and teaching with virtual instruments (VI) software package like LabVIEW.
{"title":"Interactive Design Modules for Logic Design Course","authors":"A. Suliman","doi":"10.1109/ECONF.2015.12","DOIUrl":"https://doi.org/10.1109/ECONF.2015.12","url":null,"abstract":"The study is mainly intended to solve the problem of Bisha University traditional Combinational Logic Circuits labs in design logic course. This course is one of the prescribed courses in computer science department-semester five. In A set of programmable virtual instruments in the Combinational Logic Circuits (VIs) have been designed and tested Using LabVIEW environment. The aim of this study is to improve the programmability of Combinational Logic Circuits Course. This paper has discussed designed and developed interactive graphical user interface (GUI) modules (VIs) for studying (a) Half Adder, (b) Full Adder, (c) Half Subtractor Circuits, (d) Full-Subtractor Circuit, (e) Binary Decoder, (f) Binary Encoder, (g) Multiplexers and (h) DeMultiplexers. It will be possible to have unlimited number of programmable objects, and to run more than one program at the same time. This problem can be effectively addressed by improving the student's conceptual understanding and comprehension of the topics through interactive learning and teaching with virtual instruments (VI) software package like LabVIEW.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130085814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to investigate the impact of qualifying under qualified teachers program at Hebron University on professional practice and the readiness of teaching. The study sample consisted of 400 teachers have undergone training at Hebron University Teachers got training on seven educational competencies which were reflected by 18 credit hours. The findings showed that the trainees have employed active learning tools, and employ Moodle environment in education remarkably, and teachers professional practice has been shifted from traditional patterns to utilizing active learning patterns.
{"title":"From a Dilapidated Blackboard to Creative Flash Videos: The Case of Training Teachers of Schools in Hebron","authors":"Mohammad M. Moreb, Nabil Jondi","doi":"10.1109/ECONF.2015.15","DOIUrl":"https://doi.org/10.1109/ECONF.2015.15","url":null,"abstract":"This study aimed to investigate the impact of qualifying under qualified teachers program at Hebron University on professional practice and the readiness of teaching. The study sample consisted of 400 teachers have undergone training at Hebron University Teachers got training on seven educational competencies which were reflected by 18 credit hours. The findings showed that the trainees have employed active learning tools, and employ Moodle environment in education remarkably, and teachers professional practice has been shifted from traditional patterns to utilizing active learning patterns.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114219419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teaching practical courses has always constituted burdens on colleges offering non-technical degrees. One of these courses is computer programming, especially in degrees like computer science, information systems and software engineering. In such programs, students are expected to take between 2-5 computer programming courses. Success ratio in the first course is usually low. Why is it low and how this ratio can be increased is discussed in this paper. This is carried out in the context of an introductory computer programming course at the college of computer engineering and sciences (CCES) at Prince Sattam Bin Abdulaziz University in Kingdom of Saudi Arabia. This study also relies on the teaching experience of the authors in different countries including-for around ten years: UK, USA, Sudan, Jordan and Kingdom of Saudi Arabia. To figure out problems and solutions for teaching introductory computer programming course, then interviews with selected instructors who teach such course at the college are conducted. Also, a questionnaire has been designed and distributed to students. The results of the analysis for both the interviews and the questionnaire have been used along with the results of similar studies to recommend solutions of problems occur in such course. As questionnaire shows, most students think that giving the whole course in the lab will be much better and also they prefer not to work alone. These and other recommendations presented in this study are especially appropriate for similar institutions in the Middle-East and Gulf area.
{"title":"The Challenges and the Opportunities of Teaching the Introductory Computer Programming Course: Case Study","authors":"M. Hegazi, M. Alhawarat","doi":"10.1109/ECONF.2015.61","DOIUrl":"https://doi.org/10.1109/ECONF.2015.61","url":null,"abstract":"Teaching practical courses has always constituted burdens on colleges offering non-technical degrees. One of these courses is computer programming, especially in degrees like computer science, information systems and software engineering. In such programs, students are expected to take between 2-5 computer programming courses. Success ratio in the first course is usually low. Why is it low and how this ratio can be increased is discussed in this paper. This is carried out in the context of an introductory computer programming course at the college of computer engineering and sciences (CCES) at Prince Sattam Bin Abdulaziz University in Kingdom of Saudi Arabia. This study also relies on the teaching experience of the authors in different countries including-for around ten years: UK, USA, Sudan, Jordan and Kingdom of Saudi Arabia. To figure out problems and solutions for teaching introductory computer programming course, then interviews with selected instructors who teach such course at the college are conducted. Also, a questionnaire has been designed and distributed to students. The results of the analysis for both the interviews and the questionnaire have been used along with the results of similar studies to recommend solutions of problems occur in such course. As questionnaire shows, most students think that giving the whole course in the lab will be much better and also they prefer not to work alone. These and other recommendations presented in this study are especially appropriate for similar institutions in the Middle-East and Gulf area.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126160799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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