Limitations and Implications of a Study on the Use of Information and Technology (ICT) in Al-Ula Schools (Published)
This paper outlines the limitations and implications of a study on information and communication technology (ICT) in Al-Ula schools. In terms of limitations, the study was conducted using data only from urban, all-male schools in the Al-Ula district in Saudi Arabia, which may limit the generalizability of the findings to all-female or coed, countries other than Saudi Arabia and to rural schools. In addition, interview data was collected by telephone. Telephone interviews did not allow the researcher to notice the facial expressions and body language of participants as they gave their responses, and student perspectives were not included. The study demonstrated the importance of multiple factors that contribute to the ICT implementation process, including ensuring that appropriate technology is available, that staff are properly trained on its usage, that there is clear support for ICT at the national level, and that there is a strategic plan in place for its implementation. Potential avenues for research include a focus on all-female or co-ed schools, an emphasis schools undergoing an intentional change implementation process, inclusion of student perspectives, and more study on the pedagogical uses of ICT in Saudi Arabia.
Keywords: E-learning, change implementation processes, education in Saudi Arabia, information and communication technology (ICT)., professional development for teachers
Teacher Preparedness for Implementation of E–Learning Programmes in Public Primary Schools in Kenya (Published)
The use of ICT in many countries has contributed to improvement of their economies through scientific knowledge and services. In Kenya the policy makers initiated Vision 2030 as a vehicle for industrial advancement and growth of economy. The purpose of this study was to assess teacher preparedness for the implementation of e – learning programmes in Emuhaya Sub-county in Kenya. Objectives that guided this study include: To establish teachers preparedness in terms of knowledge, attitudes and skills for implementation of e – learning in public primary school and to identify challenges which implementers of e – learning are likely to face in public primary schools in Emuhaya Sub-county. The target population of the study was 664 class teachers from 83 public primary schools, each school providing eight teachers. Simple random sampling method was used to select 25 public primary schools from 83 schools in the sub-county. The sample size comprised 200 class teachers as respondents selected from middle and upper primary. Questionnaires were administered to class teachers and their responses presented in frequencies and percentages for the purpose of data analysis. The findings of the study revealed that teachers are not well prepared to implement e-learning programme therefore a lot of resistance to the programme. Teachers require sufficient time to prepare for integration into the new system of instruction. To address the problem teachers need encouragement through pre-service and in-service training. The respondents encounters challenges such as computer illiteracy and phobia, lack of computers and e – learning classrooms, lack of electricity, financing of e – learning programmes, sensitization of stakeholders, accessibility and time for training, old age and attitude. The study recommends that the Ministry of Education should introduce clusters of e – learning centres with instructors to man a group of schools. These centres can be used for training teachers from nearby schools. It is easier and cheap in terms of transport costs and also it is convenient. The private sector which plays a significant role in the development and growth of economy should be encouraged to support the initiative by donating funds to equip schools with computers.
Keywords: E-learning, Implementation, Preparedness
Utilization of Virtual Classroom System in Traditional Teaching: Benefits and Challenges (Published)
The present study aims to identify fulltime female students’ perspectives of using the virtual classroom (via the blackboard system) as a main teaching tool to deliver learning materials in College of Science and Arts, Najran University, Saudi Arabia, for the academic year 2017/2018. It also sheds light on male faculty members’ views on using this system in comparison with the videoconference system used by male faculty members to teach female students at their campuses. The study is based on data elicited from conducting interviews with 5 female students and 5 male faculty members. The main findings indicated that male faculty members prefer to use the virtual classroom system rather than teaching via the videoconference system; and although female students like being taught via the virtual classroom, they prefer to use the videoconference system due to Internet connection problems.
Keywords: E-learning, Female students’ higher education, Saudi Education, blended learning, social cultural theory, virtual classroom
The New Approach on Distance Learning Supported By Knowledge Bases and Semantic Web (Published)
In this paper, the authors deal with the new approach on distance learning with the use of technological solutions based on knowledge bases and the semantic web. There are large number of papers, books, studies and the like, which deal with electronic and mobile learning but there are almost no papers which deal with intelligent learning. New technologies based on knowledge bases and semantic web allow completely new approaches of learning to those who for whatever reasons do not want or cannot attend seminars, lectures, courses or any other form of training. Here, for the first time beside electronic (e-Learning), mobile (m-Learning) we introduce intelligent (i-Learning) and a unique integrated concept (e-m-i-Learning). In the paper it is used Protégé platform for the update of basic knowledge as the basis of different mode of distance learning. The emphasis in the paper is not only on distance study than on any other learning that they can organize and any other business system which is not bound by time and place.
Keywords: E-M-I-Learning, E-learning, Knowledge Bases, distance learning
Educational Technology in Saudi Arabia: A Historical Overview (Published)
This paper is a descriptive paper on the emergence of the new and relatively new phenomena on e-learning in Saudi Arabia. The purpose of this paper is to highlight key phases and changes towards e-education in general. Also, it highlights the history of using educational technology in Kingdom of Saudi Arabia since the mid-1900s, the beginning, the improvements, and the current status. Finally, it also describes the rapid increases in using technology in schools, institutes and universities, and presents the attitudes of Saudi people towards this global phenomenon, so-called e-learning. The paper serves as a literature review of e-leaning/e-education in Saudi Arabia.
Keywords: E-education, E-learning, Educational Technology, Saudi Arabia