scholarly journals E-teaching Skills among Faculty Members of Prince Sattam Bin Abdulaziz University (PSAU) Saudi Arabia

2021 ◽  
Vol 34 (1-3) ◽  
Author(s):  
Reem Saleh Alali
Keyword(s):  
Saudi Arabia ◽  
Faculty Member ◽  
Teaching Experience ◽  
Faculty Members ◽  
Teaching Skills ◽  
Technology Design ◽  
Teaching Load ◽  
Student Number ◽  
Electronic Teaching ◽  
Load Variable

ABSTRACT This research aimed at identifying the level of practice of electronic teaching skills among the faculty members of PSAU and detecting the effects of the following research variables: Teaching Load, Students Number, and Teaching Experience, through surveying (153) faculty member in PSAU in 2020. The results showed that the faculty members agreed that e-teaching skills are highly practiced in technology, design, and management fields in PSAU. The results also proved that there were no statistically significant differences to (design and management fields, and overall skill) according to the ‘Teaching Load’ variable. There were also statistically significant differences to (the technology field) according to the ‘Teaching Load’ variable in favor of those with ‘lighter teaching load with administrative duties’. However, there were no statistically significant differences to (design and management fields, and overall skills) according to the ‘Student Number’ variable.

scholarly journals Perception of Dental Faculty on Face-to-Face and Virtual Programs of Faculty Development; A Cross-Sectional Study

2021 ◽  
Vol 12 (01) ◽  
pp. 35-40
Author(s):  
Shaur Sarfaraz ◽  
Muhammad Kashif Nisar ◽  
Samira Adnan ◽  
Sabeen Masood ◽  
Zohaib Khurshid
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Teaching Experience ◽  
Cross Sectional Study ◽  
Faculty Members ◽  
Teaching Skills ◽  
Development Programs ◽  
Sectional Study ◽  
Cross Sectional ◽  
Face To Face

Objective: To compare the perception of dental faculty regarding face-to-face and virtual faculty development programs (FDPs) in dental institutes of Karachi. Study design and Setting: A descriptive cross-sectional study was conducted at multiple dental colleges of Karachi.(January to April 2020). Methodology: The study was carried out among 161 faculty members teaching in private dental institutes, using a modified, validated questionnaire with convenient sampling. Data was analyzed on SPSS version 21. Results: The mean age of study participants was 32.31±8.09 years, and teaching experience was 5.01 ± 6.34 years. Majority of the participants had not received any faculty development training (p-value of 0.001). Most of the faculty reported no established faculty development program available either face-to-face or virtually in their respective institute. Majority (28.8 %) of participants perceived that the main barrier for FDPs was the lack of administrative support. However, the facultydesired to enhance their teaching skills, recommending that faculty development programs be made compulsory for all faculty members. The majority of participants (35.43 +ve mean rank) were in favour of face-to-face sessions (p=0.001) but were reluctant towards virtual sessions. Most (49.2 %) of the faculty perceived the foremost benefit of attending FDPs to be improvement in teaching skills and MCQs /EMQs writing. Conclusion: Dental faculty were more inclined towards face-to-face sessions than virtually conducted sessions however, their perception of the utility of FDPs were found to be limited . Moreover, it was that some of the barriers to attend FDPs was faculty determinants like deficient time and dearth of commitment

scholarly journals Insights on Using Social Media in Dental Education: A Cross-Sectional Study in Saudi Arabia

2020 ◽  
Vol 14 (1) ◽  
pp. 717-723
Author(s):  
Mona T. Rajeh ◽  
Khalid T. Aboalshamat ◽  
Afnan A. Nassar ◽  
Shahinaz N. Sembawa ◽  
Seba A. Al Hebshi ◽  
...  
Keyword(s):  
Social Media ◽  
Saudi Arabia ◽  
Dental Education ◽  
Teaching Experience ◽  
Faculty Members ◽  
Educational Tool ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Validated Questionnaire ◽  
Social Media Platforms

Objective: The purpose of this study is to investigate the insight of utilizing social media as an educational tool among dental faculty members in Saudi Arabia. Methods: A descriptive cross-sectional survey was distributed to 380 randomly selected faculty members from three governmental universities in the Western region of Saudi Arabia. The participants completed a validated questionnaire to assess the intent of using social media and their opinion about the benefits and drawbacks of adopting social media as an educational tool. Descriptive statistics and chi-square test were used to analyse the results. Results: Out of 380 faculty members who were invited to participate, 271 responded (71% response rate). Results reveal that WhatsApp, followed by YouTube, Facebook, and Twitter were the mostly used social media platforms. Around 31% of the participants reported using social media for ten hours or more. The main reason reported by the participants for using social media was searching for information (82.17%), followed by professional networking (78.29%) and learning (75.97%). The majority of the participants agreed that social media have advantages like it helps students to communicate and share ideas with instructors, update students with new resources, and improve students’ skills. Social media also has several disadvantages; the respondents believe that it can increase their addictive potential, create more demand for internet access, and raise concerns on direct contact with students. Conclusion: As an educational tool, social media can enrich the teaching experience by using the appropriate strategies. The findings may be useful for educators to adopt social media platforms in dental education.

A Diagnostic Model of Teaching Improvement

1974 ◽  
Vol 3 (2) ◽  
pp. 159-171 ◽  
Author(s):  
Michael A. Melnik ◽  
Daniel S. Sheehan
Keyword(s):  
Educational Technology ◽  
Human Resources ◽  
Faculty Member ◽  
Instructional Improvement ◽  
Faculty Members ◽  
Diagnostic Model ◽  
University Faculty ◽  
Teaching Skills ◽  
Teaching Improvement

In this paper we have outlined a model for instructional improvement which stresses working directly with university faculty members on their teaching skills. Integral to the workings of the model is the constructive combination of educational technology and human resources. An example of how the model is implemented with a faculty member illustrates its feasibility.

scholarly journals Experiences and pedagogical considerations of training the trainers in Saudi Arabia

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
A Ikonen ◽  
L Eklund Karlsson ◽  
M Palianopoulou ◽  
A R Aro
Keyword(s):  
Saudi Arabia ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Peer Group ◽  
Teaching Experience ◽  
Cultural Knowledge ◽  
Teaching Skills ◽  
Student Centered ◽  
Teachers And Students ◽  
Basic Approaches

Abstract Introduction A student-centered teaching method engages the student to take responsibility for his/her own learning. In this pedagogical approach, the role of the teacher has become to be a supportive coach rather than an authority and one-way superior knowledge provider. A teacher with good teaching skills actively involves and engages students in the learning process. Qualified teacheŕs competence consists of the substance of the subject taught, pedagogical skills as well as of the teaching experience gained after teacher training. Lessons learnt In our case we organized a 9-day workshop to enhance the teaching skills of teachers in one department of our collaborator university in Saudi Arabia (KSA). The workshop included lectures on-site and individual and group assignments such as integrating active learning methods into teaching. The pedagogical workshop was a part of the cross-cultural knowledge transfer project between SDU and (case 1) university in KSA in the Bachelor level education in 2013-2017. The project disclosed the cultural differences in teaching and learning and the different traditions of education. We found that there was a strong tradition of memorizing among students in KSA, which reflected into the attitudes of both teachers and students. This workshop was the first pedagogical training for the most of participants and it revealed that they lacked theoretical knowledge on teaching, e.g. the concepts of student-centered teaching were new to the participants. However, they had extensive teaching experience and strong knowledge of the content of the subjects taught. The acquired knowledge of the basic approaches of student-centered teaching expanded participantś thoughts on how they could better interact with students instead of one-way lecturing. In the workshop, dialogue was used as a teaching method, and participants found the sharing of learning experiences in a peer group a useful and new way to learn at work.

scholarly journals The effectiveness of a proposed training program based on active learning to develop teaching skills of Shari'a Sciences’ teachers and their attitudes towards it at the kingdom of Saudi Arabia: فاعلية برنامج تدريبي مقترح قائم على التعلّم النشط في تنمية المهارات التدريسية لدى معلمي العلوم الشرعية واتجاهاتهم نحوه في المملكة العربية السعودية

2019 ◽  
Vol 3 (27) ◽  
Author(s):  
Fahad Ayed Al Radaddi , Amal Mahmoud Ali ,   Iman Mohamed Ma
Keyword(s):  
Saudi Arabia ◽  
Active Learning ◽  
Secondary School ◽  
Training Program ◽  
Learning Strategies ◽  
Positive Impact ◽  
Teaching Skills ◽  
Kingdom Of Saudi Arabia ◽  
Before And After ◽  
Planning Implementation

Research Goal: To measure the effectiveness of the use of a proposed training program based on active learning to develop teaching skills of Shari'a Sciences’ teachers and their attitudes towards it at the kingdom of Saudi Arabia. The Research depended on the descriptive approach during building the program that based on active learning strategies, as assign experimental method when applying the program to identify its effectiveness in developing teaching of Shari'a Sciences’ teachers for the secondary school in the city of Medina and their attitudes toward it in teaching. Research instruments: The Card Note of teaching skills consisted of (45) sub-skill divided into three main areas which are (planning, implementation and evaluation). The measure of the attitude towards active learning in teaching included (26) phrases, therefore, the program is based on active learning in developing the teaching skills. After the researcher has checked the sincerity of research instruments, he began to be apply it to a stratified random sample, which consisted of (34) teachers of Shari'a Sciences’ teachers for the secondary school. The research contain a number of appropriate statistical methods, which are arithmetic averages, standard deviations, (T) test for the associated groups, the coefficient of Peerson, ETA square, the equation of the Blak, the coefficient of alpha Cronbach and the equation of Cooper. After conducting statistical analyzes, the research found the existence of Statistical differences among the average performance of the research sample in the Card Note of teaching skills in (planning, implementation and evaluation) Separated and combined in the light of active learning before and after the proposed training program for the benefit of the telemetric. In the light of the findings, the research recommended: Taking advantage of the current research program in training Shari'a Sciences’ teachers in different stages of education, especially Secondary School Teachers, because of its positive impact on the development of their teaching skills, and benefit from the list of teaching skills of the current research when assessing teachers' performance during service.   ، ، ، 

scholarly journals Higher Education Faculty Staff Members' Attitudes toward Students' Inclusion with High Incidence Disabilities in Saudi Arabia

2021 ◽  
Vol 11 (1) ◽  
pp. 51
Author(s):  
Ameen Ali Alhaznawi ◽  
Abdullah Saleh Alanazi
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Faculty Members ◽  
Academic Rank ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Staff Members ◽  
High Incidence ◽  
High Incidence Disabilities ◽  
Attitudes Toward Students

The purpose of this study is to explore the attitudes of faculty members at higher education toward inclusion for students with high incidence disabilities in higher education. For the aim of this study, a sample of 247 higher education faculty members were therefore collected. Multiple linear regression was conducted for data analysis. Results have shown that university-type accommodation services, training, academic rank, and university region are statistically significant predictors of higher education faculty members’ attitudes toward the inclusion for students with high incidence disabilities in higher education. Some recommendations are hence provided to help improve the inclusion of students with high incidence disabilities in higher education in Saudi Arabia.

The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences

1988 ◽  
Vol 8 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Andrew C. Taggart
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Teaching Experience ◽  
Teaching Skills ◽  
Physical Education Teacher Education

Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.

Achieving a Working Balance Between Technology and Personal Contact Within a Classroom Environment

2011 ◽  
pp. 212-226
Author(s):  
Stephen Springer
Keyword(s):  
Distance Learning ◽  
Theoretical Model ◽  
Faculty Member ◽  
Classroom Environment ◽  
Faculty Members ◽  
Personal Contact ◽  
Practical Application ◽  
Human Relations ◽  
Exchange Of Information ◽  
Counseling Theory

This chapter addresses the author’s model to assist faculty members in gaining a closer relationship with distance learning students. The model that will be discussed consists of a greeting, message, reminder, and conclusion (GMRC). The GMRC will provide concrete recommendations designed to lead the faculty through the four steps. Using these steps in writing and responding to electronic messages demonstrates to the distance learning student that in fact the faculty member is concerned with each learner and the learner’s specific questions and needs. It is a practical application of human relations theory and is based on ideas generated by counseling theory. In addition, the chapter will take the reader through issues and examples that will arise during the duration of discussions and exchange of information using electronic messages. It is the intent of the author to provide not simply a theoretical model, but a model that can be learned and applied immediately upon completion of reviewing the article.

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