Technology has made a significant impact on assessment, including its use to automate assignment submission. All processes in the workflow - submission of assignments, assessment, and feedback given are performed using electronic files. Online assignment submission was introduced at the College of Health Sciences (CHS), University of Bahrain (UoB) in 2008 through the Learning Management System. This research attempts to answer two questions: Firstly, what are the perceptions of the CHS instructors and students about the use of online assignment submission? Secondly, what challenges do instructors and students encounter in using online assignment submission at the CHS? One hundred and forty (140) students from different programs at the College have participated in this study. Ninety six (96%) of the CHS students had very good computer skills and e-learning experience and 63% of the students reported familiarity with online assignments during their study period at the CHS. Eighty percent (80%) of students prefer to submit and to get their assignments grades online. Also, eighty three percent (83%) think that online assignment submission is quicker than the hard copy submission. Eight (8) teaching faculty from the Integrated Sciences Department participated in the interviews. The interview results revealed that although most teaching faculty have good skills in using computers and its applications, they prefer to use traditional teaching methods with increased dependence on computer applications. They also believe that the Web based programs with supporting materials such as online assignments, animations, and videos support the teaching process and make learning more enjoyable.
{"title":"Student's Attitudes towards Online Assignment Submission at College of Health Sciences, University of Bahrain","authors":"R. A. Wahab, Sameera Al-Alaiwat","doi":"10.1109/ECONF.2015.44","DOIUrl":"https://doi.org/10.1109/ECONF.2015.44","url":null,"abstract":"Technology has made a significant impact on assessment, including its use to automate assignment submission. All processes in the workflow - submission of assignments, assessment, and feedback given are performed using electronic files. Online assignment submission was introduced at the College of Health Sciences (CHS), University of Bahrain (UoB) in 2008 through the Learning Management System. This research attempts to answer two questions: Firstly, what are the perceptions of the CHS instructors and students about the use of online assignment submission? Secondly, what challenges do instructors and students encounter in using online assignment submission at the CHS? One hundred and forty (140) students from different programs at the College have participated in this study. Ninety six (96%) of the CHS students had very good computer skills and e-learning experience and 63% of the students reported familiarity with online assignments during their study period at the CHS. Eighty percent (80%) of students prefer to submit and to get their assignments grades online. Also, eighty three percent (83%) think that online assignment submission is quicker than the hard copy submission. Eight (8) teaching faculty from the Integrated Sciences Department participated in the interviews. The interview results revealed that although most teaching faculty have good skills in using computers and its applications, they prefer to use traditional teaching methods with increased dependence on computer applications. They also believe that the Web based programs with supporting materials such as online assignments, animations, and videos support the teaching process and make learning more enjoyable.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"110 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120820757","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 worldwide expansion of creative industry entails high demand for specialists qualified in the field of multimedia art and engineering. In response to this need, we have developed a syllabus of The International Master Degree for Multimedia (IMDM). We have found that the problem oriented approach for syllabus definition appears to be an efficient tool to ensure the expected by the industry requirements for multimedia art and engineering curriculum. The idea of multidisciplinary team training run by the three institutions, namely, the Warsaw University of Technology (WUT), Fryderyk Chopin University of Music (FCUM) and Academy of Fine Arts (AFA) is to ensure cross field education at the technologically and artistically competitive level and to form up the teams ready to function at the commercial market. The software tools used by designing the syllabus (Word - mRST - LaTex - PDF) made the transition from the project descriptions (in Word) to the final syllabus document (in PDF), semiautomatic. Based on the themes extracted form the projects by a Python application the electronic textbooks have been written for TiddlyWiki5 web platform. The multidisciplinary approach covering technology, artistic and management aspects has been applied.
{"title":"Syllabus Design for Multimedia Art and Engineering Education -- Problem Oriented Approach","authors":"J. Napieralska, W. Skarbek, J. Modelski","doi":"10.4018/IJTD.2016100102","DOIUrl":"https://doi.org/10.4018/IJTD.2016100102","url":null,"abstract":"The worldwide expansion of creative industry entails high demand for specialists qualified in the field of multimedia art and engineering. In response to this need, we have developed a syllabus of The International Master Degree for Multimedia (IMDM). We have found that the problem oriented approach for syllabus definition appears to be an efficient tool to ensure the expected by the industry requirements for multimedia art and engineering curriculum. The idea of multidisciplinary team training run by the three institutions, namely, the Warsaw University of Technology (WUT), Fryderyk Chopin University of Music (FCUM) and Academy of Fine Arts (AFA) is to ensure cross field education at the technologically and artistically competitive level and to form up the teams ready to function at the commercial market. The software tools used by designing the syllabus (Word - mRST - LaTex - PDF) made the transition from the project descriptions (in Word) to the final syllabus document (in PDF), semiautomatic. Based on the themes extracted form the projects by a Python application the electronic textbooks have been written for TiddlyWiki5 web platform. The multidisciplinary approach covering technology, artistic and management aspects has been applied.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"23 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":"124470779","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}
Enterprise Resource Planning (ERP) systems have experienced mainstream adoption as a comprehensive solution for business function integration and end-to-end process management. To meet industry demand, many business schools offer academic courses in ERP strategy and technology to train students to be proficient in the use of ERP systems. The extant literature on ERP education highlights the need for additional research about pedagogical techniques that can help business schools in their efforts. To be effective in the delivery of ERP courses, instructors require a deeper understanding of how they can teach ERP systems in a meaningful way and consequently foster higher levels of student engagement. This paper provides an overview of the current state of ERP academic programs and teaching practices. This is followed by a review of experiential learning theory (ELT) which is later used in this paper as a basis for pedagogical practice suggestions towards the improvement of ERP training. A pedagogical model comprising of various course activities and teaching practices is proposed. The proposed practices are justified in terms of their efficacy towards developing experiential learning spaces for students to cultivate theoretical and applied knowledge of ERP systems.
{"title":"Experiential Learning Spaces for Enterprise Resource Planning Courses in Business Schools","authors":"U. Ruhi, Pouria Ghatrenabi","doi":"10.1109/ECONF.2015.30","DOIUrl":"https://doi.org/10.1109/ECONF.2015.30","url":null,"abstract":"Enterprise Resource Planning (ERP) systems have experienced mainstream adoption as a comprehensive solution for business function integration and end-to-end process management. To meet industry demand, many business schools offer academic courses in ERP strategy and technology to train students to be proficient in the use of ERP systems. The extant literature on ERP education highlights the need for additional research about pedagogical techniques that can help business schools in their efforts. To be effective in the delivery of ERP courses, instructors require a deeper understanding of how they can teach ERP systems in a meaningful way and consequently foster higher levels of student engagement. This paper provides an overview of the current state of ERP academic programs and teaching practices. This is followed by a review of experiential learning theory (ELT) which is later used in this paper as a basis for pedagogical practice suggestions towards the improvement of ERP training. A pedagogical model comprising of various course activities and teaching practices is proposed. The proposed practices are justified in terms of their efficacy towards developing experiential learning spaces for students to cultivate theoretical and applied knowledge of ERP systems.","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":"131496439","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}
Eighty five nursing students of College of Health Sciences (CHS), Bahrain, taking Social and behavioral sciences course SBS126 participated in this study. Participants took an online open book formative quiz outside the class setting followed by a summative formal test covering the content in the formative quiz (condition 2). Their marks in the summative test were compared with marks obtained in an earlier summative test (condition 1) in the same course which was preceded by a formative conventional class quiz. It was hypothesized that the participants will perform better in the second condition. Results indicate that participants performed considerably better when the summative test was preceded byan online formative assessment.
{"title":"Impact of a Formative e-Assessment on Learning Outcomes: A Pilot Study on a Social and Behavioural Sciences Course, College of Health Sciences, University of Bahrain","authors":"F. Ali, Achamma George","doi":"10.1109/ECONF.2015.38","DOIUrl":"https://doi.org/10.1109/ECONF.2015.38","url":null,"abstract":"Eighty five nursing students of College of Health Sciences (CHS), Bahrain, taking Social and behavioral sciences course SBS126 participated in this study. Participants took an online open book formative quiz outside the class setting followed by a summative formal test covering the content in the formative quiz (condition 2). Their marks in the summative test were compared with marks obtained in an earlier summative test (condition 1) in the same course which was preceded by a formative conventional class quiz. It was hypothesized that the participants will perform better in the second condition. Results indicate that participants performed considerably better when the summative test was preceded byan online formative assessment.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"4 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":"129130768","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 aiming at recognize to the conception of administration empowerment with its dimensions, authorization -- group work-developing personality and the creative conduct. The study aims at seeing the possibility of existence of administration empowerment at the heads of academic departments in Saudi private universities and colleges according to their views. It aims at discover the obstacles facing heads of academic departments during the process of administration empowerment in Saudi private universities and colleges according to their views.
{"title":"Administrative Empowerment and Its Degree of Availability for Heads of Academic Departments at Private Colleges and Universities in Saudi Arabia","authors":"M. Z. M. Aldogailbi","doi":"10.1109/ECONF.2015.28","DOIUrl":"https://doi.org/10.1109/ECONF.2015.28","url":null,"abstract":"The study is aiming at recognize to the conception of administration empowerment with its dimensions, authorization -- group work-developing personality and the creative conduct. The study aims at seeing the possibility of existence of administration empowerment at the heads of academic departments in Saudi private universities and colleges according to their views. It aims at discover the obstacles facing heads of academic departments during the process of administration empowerment in Saudi private universities and colleges according to their views.","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":"130071810","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.2015.7858256
Khadijah Alsafwan, Fatimah Alshaer, L. Hakami, Khawlah Aseeri, M. Aljishi, D. Dustegor
The Kingdom of Saudi Arabia, like many other Gulf Council Countries, is lately experiencing a very rapid population and industrial growth, which results in an increasing demand for energy. To meet this growing demand, the GCC too is transitioning towards a smarter electricity grid with increased penetration of renewable sources. However, all agree that the success of such a shift in paradigm also depends on demand side management, most of energy demands coming for residential area. Providing residents with real-time feedback on their energy consumption is a promising way to promote energy saving behavior through an increased awareness. This paper outlines the design and development phases of a residential energy monitoring system that has been tailored to meet local needs, that is to say a non-intrusive system with a user friendly interface available both in English and Arabic endowed with an alert system providing real-time consumption information, as well as energy saving and awareness tips.
{"title":"iTrack: A residential energy monitoring system tailored to meet local needs","authors":"Khadijah Alsafwan, Fatimah Alshaer, L. Hakami, Khawlah Aseeri, M. Aljishi, D. Dustegor","doi":"10.1109/ECONF.2015.7858256","DOIUrl":"https://doi.org/10.1109/ECONF.2015.7858256","url":null,"abstract":"The Kingdom of Saudi Arabia, like many other Gulf Council Countries, is lately experiencing a very rapid population and industrial growth, which results in an increasing demand for energy. To meet this growing demand, the GCC too is transitioning towards a smarter electricity grid with increased penetration of renewable sources. However, all agree that the success of such a shift in paradigm also depends on demand side management, most of energy demands coming for residential area. Providing residents with real-time feedback on their energy consumption is a promising way to promote energy saving behavior through an increased awareness. This paper outlines the design and development phases of a residential energy monitoring system that has been tailored to meet local needs, that is to say a non-intrusive system with a user friendly interface available both in English and Arabic endowed with an alert system providing real-time consumption information, as well as energy saving and awareness tips.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"24 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":"127733857","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 reality interactive technology contributes to add some real interactive teaching concepts and phenomena in science, and the creation of an interactive learning environment for active SAFE mimic reality, so interactive Simulations in teaching science is a fundamental pillar for the development of understanding of the learners to the concepts of scientific facts more attractive and suspense of the learner methods, known researcher simulation interactive in this paper as "learning environments and teaching used to give scientific concepts to students through testing materials science laboratories electronic mimic real laboratory interactive, and provides the same circumstances, but it is less expensive and more safety and accuracy in achieving results." The Natural Sciences of the most important areas that the latest computer and its applications a great revolution in education, so they are considered natural science materials from more subjects related to technology, whether cognitive or through the integration of this technology in the scientific integrated student who growth strives to be a meaningful through interaction instruction direct with interactive lab. And deals with the researcher in this paper is a theoretical introduction about the technological revolution and its relation to the educational process, and theoretical introduction about the importance of interactive simulation in teaching science, and a review of several definitions for interactive simulation by the views of the researchers. And also it addresses the researcher in this paper are the main components of the interactive simulation types, and features interactive science education in the simulation, and the challenges that limit the use of interactive simulation in teaching science. The presentation of some Arab and foreign studies, which focused on measuring the effectiveness of interactive treatment on academic achievement and science to students through their use in the teaching of science, and display models of international experiences in the use of interactive simulations in science. The recommendations, including the need for a well thought out practical plans to activate the use of interactive simulation in teaching science, and the need to provide funding and design appropriate programs and training programs for those in charge of interactive simulation.
{"title":"Interactive Simulation in Teaching Science Labs (Reality and Expectations)","authors":"Ahmed AlBadri","doi":"10.1109/ECONF.2015.26","DOIUrl":"https://doi.org/10.1109/ECONF.2015.26","url":null,"abstract":"The reality interactive technology contributes to add some real interactive teaching concepts and phenomena in science, and the creation of an interactive learning environment for active SAFE mimic reality, so interactive Simulations in teaching science is a fundamental pillar for the development of understanding of the learners to the concepts of scientific facts more attractive and suspense of the learner methods, known researcher simulation interactive in this paper as \"learning environments and teaching used to give scientific concepts to students through testing materials science laboratories electronic mimic real laboratory interactive, and provides the same circumstances, but it is less expensive and more safety and accuracy in achieving results.\" The Natural Sciences of the most important areas that the latest computer and its applications a great revolution in education, so they are considered natural science materials from more subjects related to technology, whether cognitive or through the integration of this technology in the scientific integrated student who growth strives to be a meaningful through interaction instruction direct with interactive lab. And deals with the researcher in this paper is a theoretical introduction about the technological revolution and its relation to the educational process, and theoretical introduction about the importance of interactive simulation in teaching science, and a review of several definitions for interactive simulation by the views of the researchers. And also it addresses the researcher in this paper are the main components of the interactive simulation types, and features interactive science education in the simulation, and the challenges that limit the use of interactive simulation in teaching science. The presentation of some Arab and foreign studies, which focused on measuring the effectiveness of interactive treatment on academic achievement and science to students through their use in the teaching of science, and display models of international experiences in the use of interactive simulations in science. The recommendations, including the need for a well thought out practical plans to activate the use of interactive simulation in teaching science, and the need to provide funding and design appropriate programs and training programs for those in charge of interactive simulation.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"14 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":"126418087","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 aims to investigate the effect of Electronic educational infographics on the development of skills in dealing with the lighting in photography by the postgraduate students. The researcher prepared educational infographics for the topic of lighting in photography, and she used the quasi-experimental approach based on two groups from level three MA students at the Department of Teaching Methods and Technology of Al Sharq Al Arabi Colleges, an experimental group which consisted of 13 students and whose members were taught the topic of lighting in photography through educational infographics and a control group which consisted of 12 students and whose members were taught the same topic using the traditional teaching method. A test for measuring the skills of dealing with lighting in photography was used as the study tool, and it was examined by specialist referees to check its validity and reliability. After applying the tool of the study, the findings showed that the experimental group whose members were taught using educational infographics excelled the members of the control group in the post-test, and that there was a difference in the performance of the members of the experimental group in both the pre-test and the post-test in favor of the post-test. Accordingly, the study recommends that male and female teachers should be encouraged to activate in-fographics in teaching, and that they should be trained in the use of modern technology, especially educational infographics, in addition to making teachers aware of the importance of using in-fographics in teaching through training courses and workshops.
摘要本研究旨在探讨电子教育资讯图对研究生摄影处理光线技能发展的影响。研究人员为摄影中的照明主题准备了教育信息图表，她采用了准实验的方法，基于两组来自Al Sharq Al Arabi学院教学方法与技术系的三级硕士学生。实验组由13名学生组成，他们的成员通过教育信息图学习摄影中的照明主题，对照组由12名学生组成，他们的成员使用传统教学方法学习相同的主题。采用测量摄影中处理光线技巧的测试作为研究工具，并由专业裁判对其进行检验，以检验其有效性和可靠性。应用本研究的工具后，结果表明，使用教育信息图教学的实验组在后测中表现优于对照组，且实验组成员在前测和后测中的表现都存在差异，后测结果更有利于实验组成员。因此，研究报告建议应鼓励男女教师在教学中使用信息图表，并应训练他们使用现代技术，特别是教育信息图表，此外还应通过培训课程和讲习班使教师认识到在教学中使用信息图表的重要性。
{"title":"The Effect of Electronic Educational Infographic Design on the Development of Skills in Dealing with the Lighting in Photography by the Postgraduate Students","authors":"M. Shaltout, Sara Omar Albarrak","doi":"10.1109/ECONF.2015.77","DOIUrl":"https://doi.org/10.1109/ECONF.2015.77","url":null,"abstract":"The study aims to investigate the effect of Electronic educational infographics on the development of skills in dealing with the lighting in photography by the postgraduate students. The researcher prepared educational infographics for the topic of lighting in photography, and she used the quasi-experimental approach based on two groups from level three MA students at the Department of Teaching Methods and Technology of Al Sharq Al Arabi Colleges, an experimental group which consisted of 13 students and whose members were taught the topic of lighting in photography through educational infographics and a control group which consisted of 12 students and whose members were taught the same topic using the traditional teaching method. A test for measuring the skills of dealing with lighting in photography was used as the study tool, and it was examined by specialist referees to check its validity and reliability. After applying the tool of the study, the findings showed that the experimental group whose members were taught using educational infographics excelled the members of the control group in the post-test, and that there was a difference in the performance of the members of the experimental group in both the pre-test and the post-test in favor of the post-test. Accordingly, the study recommends that male and female teachers should be encouraged to activate in-fographics in teaching, and that they should be trained in the use of modern technology, especially educational infographics, in addition to making teachers aware of the importance of using in-fographics in teaching through training courses and workshops.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"38 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":"133867445","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}
Books are now becoming increasingly available in the electronic format. Textbooks are no exception. E-textbooks offer a range of benefits to both educators and learners, including the ease of accessibility and search capabilities. In this study, we assess student perceptions of the e-textbook compared to the traditional paper textbook. Further, we are interested to understand students' perspectives and recognize what they perceive as problematic in using e-textbooks. This study also discusses the acceptance and readiness of the teaching faculty to use e-textbooks in the classroom. A survey was conducted using faculty and students from the College of Health Sciences, University of Bahrain as the sample population. Survey results showed that 71 % of the students wouldn't use the e-textbook, and 76 % would use the conventional textbook if they were given the choice. In addition, 45% would prefer using e-textbooks as learning resource material, and only 7% were willing to substitute it for the traditional textbooks. Although several teaching faculty are embracing the new technology, others are somewhat resistant to this shift to the use of a new form of learning/teaching materials. In fact, 50% of the CHS faculty had positive perceptions to using e-textbooks, and have had some experience of using it in teaching or learning. However, 75% are of the opinion that paper text books can't be replaced by e-textbooks in the learning process. It was, therefore, recommended that the CHS promote the culture of e-learning, and encourage teaching faculty and students to make better use of e-learning facilities as an innovative mode of knowledge and skills acquisition.
{"title":"E-Textbook: Usage and Perceptions at University of Bahrain, CHS","authors":"R. A. Wahab, Sameera Al-Alaiwat","doi":"10.1109/ECONF.2015.36","DOIUrl":"https://doi.org/10.1109/ECONF.2015.36","url":null,"abstract":"Books are now becoming increasingly available in the electronic format. Textbooks are no exception. E-textbooks offer a range of benefits to both educators and learners, including the ease of accessibility and search capabilities. In this study, we assess student perceptions of the e-textbook compared to the traditional paper textbook. Further, we are interested to understand students' perspectives and recognize what they perceive as problematic in using e-textbooks. This study also discusses the acceptance and readiness of the teaching faculty to use e-textbooks in the classroom. A survey was conducted using faculty and students from the College of Health Sciences, University of Bahrain as the sample population. Survey results showed that 71 % of the students wouldn't use the e-textbook, and 76 % would use the conventional textbook if they were given the choice. In addition, 45% would prefer using e-textbooks as learning resource material, and only 7% were willing to substitute it for the traditional textbooks. Although several teaching faculty are embracing the new technology, others are somewhat resistant to this shift to the use of a new form of learning/teaching materials. In fact, 50% of the CHS faculty had positive perceptions to using e-textbooks, and have had some experience of using it in teaching or learning. However, 75% are of the opinion that paper text books can't be replaced by e-textbooks in the learning process. It was, therefore, recommended that the CHS promote the culture of e-learning, and encourage teaching faculty and students to make better use of e-learning facilities as an innovative mode of knowledge and skills acquisition.","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"17 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":"115065866","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}
Social media is an important technological and cultural development with which the new generation of students are intimately familiar and use on a daily basis. As a communications tool social media has vast and varied potential and capabilities. That potential should also be unlocked in the educational space. The social media platforms of Facebook and Twitter were used in undergraduate units at Qatar University (Doha, Qatar) and Macquarie university (Sydney, Australia) as a means to engage students. Social media was used to disseminate course announcements into the social media space and encourage students to more fully participate in all aspects of the learning experience. The main online portals for LAWC 217 (QU) remained Blackboard and for BUSL250 (MQ) it remained iLearn (moodle). Social media was used in a supporting manner in both contexts. The response from students at Qatar university was strong in relation to twitter in comparison with the utilisation of Twitter by students at Macquarie university. This difference raised important pedagogical questions as well as considerations in relation to the institutional infrastructre in place at both institutions. Qatar University is developing its social media strategy for online teaching. It has a policy framework in place but it is not widely disseminated among the faculty. By comparison Macquarie University has a strong social media presence, a robust guidelines and policy framework and a managerial predisposition to supporting and educating the faculty regarding these types of innovation. Three main points emerge from this comparison and require further research. 1. This preliminary comparison shows that cultural differences may contribute to the type of social media platforms students will engage in. What is the nature of this correlation and how can it be accounted for?2. Institutional differences in relation to policy and strategic support for the use of social media exist across institutions. To what extent does institutional support help of hinder the greater use of social media in unit delivery? 3. At both institutions, students were unaware how pervasisve their social media presence was and sometimes used the medium in an unproffessional or questionable manner. Is there scope for enhancing student proffessionalism in preparation for their 'working life' through the use of social media?
{"title":"The Integration of Social Media in the Delivery of Unit Materials: A Comparative Examination of the Experience of Macquarie University and Qatar University","authors":"A. Dahdal, Nazzal Kisswani","doi":"10.1109/ECONF.2015.71","DOIUrl":"https://doi.org/10.1109/ECONF.2015.71","url":null,"abstract":"Social media is an important technological and cultural development with which the new generation of students are intimately familiar and use on a daily basis. As a communications tool social media has vast and varied potential and capabilities. That potential should also be unlocked in the educational space. The social media platforms of Facebook and Twitter were used in undergraduate units at Qatar University (Doha, Qatar) and Macquarie university (Sydney, Australia) as a means to engage students. Social media was used to disseminate course announcements into the social media space and encourage students to more fully participate in all aspects of the learning experience. The main online portals for LAWC 217 (QU) remained Blackboard and for BUSL250 (MQ) it remained iLearn (moodle). Social media was used in a supporting manner in both contexts. The response from students at Qatar university was strong in relation to twitter in comparison with the utilisation of Twitter by students at Macquarie university. This difference raised important pedagogical questions as well as considerations in relation to the institutional infrastructre in place at both institutions. Qatar University is developing its social media strategy for online teaching. It has a policy framework in place but it is not widely disseminated among the faculty. By comparison Macquarie University has a strong social media presence, a robust guidelines and policy framework and a managerial predisposition to supporting and educating the faculty regarding these types of innovation. Three main points emerge from this comparison and require further research. 1. This preliminary comparison shows that cultural differences may contribute to the type of social media platforms students will engage in. What is the nature of this correlation and how can it be accounted for?2. Institutional differences in relation to policy and strategic support for the use of social media exist across institutions. To what extent does institutional support help of hinder the greater use of social media in unit delivery? 3. At both institutions, students were unaware how pervasisve their social media presence was and sometimes used the medium in an unproffessional or questionable manner. Is there scope for enhancing student proffessionalism in preparation for their 'working life' through the use of social media?","PeriodicalId":268471,"journal":{"name":"2015 Fifth International Conference on e-Learning (econf)","volume":"525 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":"116487429","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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