scholarly journals EVALUATING THE MADRASATI PLATFORM FOR THE VIRTUAL CLASSROOM IN SAUDI ARABIAN EDUCATION DURING THE TIME OF COVID-19 PANDEMIC

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Badi Aldossry
Keyword(s):  
Saudi Arabia ◽  
Teaching And Learning ◽  
Saudi Arabian ◽  
Virtual Classroom ◽  
Future Research ◽  
Distance Teaching ◽  
Teachers Perceptions ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
Education Levels

The platforms are the pinnacle of technology and digital development in the 21st century. However, until the global COVID-19 pandemic, most schools did not employ these platforms as new teaching and learning methods. The Ministry of Education in Saudi Arabia established the Madrasati Platform as the new gateway to distance-teaching and learning for all Saudi' education levels from 1st to 12th grade in the new academic year 2020-2021. This platform is one of the most essential programmes in Saudi Arabia, and is related to many supplemental educational tools. The data involved in this study was collected from three teachers. This paper presents the results of an evaluation of the Madrasati Platform in relation to Saudi teachers' perceptions of its use as the primary distance learning platform, and its advantages and disadvantages. The main findings are firstly that teachers should possess technical knowledge about how to use this platform, which highlighted the need for intense training courses for both teachers and students in order to create and foster a successful educational environment. The Madrasati Platform is an integrated platform designed to meet the needs of all of the parties involved. However, students typically neglect to attend the asynchronous virtual classroom on the platform (iEN channels and other uploaded videos) and focus only on the synchronously virtual (live) classroom on Teams. Therefore, this paper presents some recommendations to the Saudi Arabian education stakeholders for improved platform development, and also proposes paths for future research. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0777/a.php" alt="Hit counter" /></p>

scholarly journals Distance Education Features using Facebook

2018 ◽  
Vol 12 (6) ◽  
pp. 19 ◽  
Author(s):  
Rozhgar Dhyab ◽  
Asaf Varol
Keyword(s):  
Social Media ◽  
Learning Environment ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Virtual Classroom ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
Teaching And Learning Environment ◽  
Practical Education

<p class="0abstract">Thanks to rapid development of information technology there are many new tools that can be used for teaching and learning environment. In the long past, we had met classical classrooms where teachers had to use chalk to write done everything on the blackboard. Later, we have met new tools such as projection, desktop computers, smart boards, etc. in the classical classrooms. Nowadays, we have met with mobile devices. Mobile devices are magic tools which can be used for teaching and learning as a distance. Because of its mobility we do not need to join a classical classroom to listen to courses offered by our teachers any more. Now, we can join in virtual classroom which can be established on cloud. On the other hand, there are many social media applications which can be also used for teaching and learning. For example, it is now possible to teach courses by online where Facebook can be used as a supplementary tool. There are instructors who use Facebook as a learning environment where instructors and learners interact simultaneity on it. The Facebook has made a significant contribution towards solving the problems faced by practical education students during the period of practical education. There is an increasing trend in the study community to use Facebook in order to solve these problems. The aim of this research is to encourage instructors and students to teach and learn by using Facebook as part of a new system of education, namely online distance learning. In this study we explain how mobile devices and social media have been used during teaching and learning of courses at master studies’ level at the Department of Software Engineering of College of Technology at Firat University in Turkey. We will explore the advantages and disadvantages of Facebook in terms of teaching and learning environment and we will suggest some recommendations for using Facebook as a teaching and learning platform which have been resulted from our research.      </p>

scholarly journals Factors Affecting Students’ Acceptance of Mobile Learning Application in Higher Education during COVID-19 Using ANN-SEM Modelling Technique

Electronics ◽  
2021 ◽  
Vol 10 (24) ◽  
pp. 3121
Author(s):  
Mohammed Amin Almaiah ◽  
Enas Musa Al-lozi ◽  
Ahmad Al-Khasawneh ◽  
Rima Shishakly ◽  
Mirna Nachouki
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Service Providers ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Modelling Technique ◽  
Distance Teaching ◽  
Perceived Ease Of Use ◽  
Learning Platform ◽  
Learning Platforms

Due to the COVID-19 pandemic, most universities around the world started to employ distance-learning tools. To cope with these emergency conditions, some universities in Jordan have developed “mobile learning platforms” as a new tool for distance teaching and learning for students. This experience in Jordan is still new and needs to be evaluated in order to identify its advantages and challenges. Therefore, this study aims to investigate students’ perceptions about mobile learning platforms as well as to identify the crucial factors that influence students’ use of mobile learning platforms. An online quantitative survey technique using Twitter was employed to collect the data. A two-staged ANN-SEM modelling technique was adopted to analyze the causal relationships among constructs in the research model. The results of the study indicate that content quality and service quality significantly influenced perceived usefulness of mobile learning platforms. In addition, perceived ease of use and perceived usefulness significantly influenced behavioral intention to use mobile learning platforms. The study findings provide useful suggestions for decision makers, service providers, developers, and designers in the ministry of education as to how to assess and enhance mobile learning platform quality and understanding of multidimensional factors for effectively using mobile learning platforms.

Implementation of Lean Six Sigma in Saudi Arabian organisations

2017 ◽  
Vol 34 (4) ◽  
pp. 508-529 ◽  
Author(s):  
Saja Ahmed Albliwi ◽  
Jiju Antony ◽  
Norin Arshed ◽  
Abhijeet Ghadge
Keyword(s):  
Saudi Arabia ◽  
Six Sigma ◽  
Best Practice ◽  
Online Survey ◽  
Saudi Arabian ◽  
Lean Six Sigma ◽  
Current Status ◽  
Future Research ◽  
Structured Interviews ◽  
Content Type

Purpose Although the popularity of the Lean Six Sigma (LSS) methodology has illustrated many benefits over the years for those organisations who have implemented it, this strategy has received less attention in developing countries. The purpose of this paper is to critically assess the current status of LSS implementation in Saudi Arabian organisations. Design/methodology/approach This research is based on a descriptive survey questionnaire which has been derived from two systematic literature reviews. The survey was distributed to 400 organisations in Saudi Arabia using Qualtrics online software. In total, 146 responses were received where 102 responses were completed and analysed. Findings The findings of the survey highlighted that the implementation of LSS is still in the early stages in organisations within Saudi Arabia. This was clearly shown by many factors such as years of deploying LSS, LSS infrastructure, level of awareness of LSS, impact of LSS on business functions and so on. Research limitations/implications The primary limitation of this study is that data has been collected from an online survey and therefore no deeper insights could have been captured from the survey. This calls for future research to be undertaken by executing semi-structured interviews in selective organisations within Saudi Arabia. Originality/value This paper contributes to the current status of LSS in Saudi Arabian organisations. It also gives recommendations to guide the future of LSS in Saudi organisations by comparing LSS literature with best practice.

scholarly journals Strategies for innovative teaching and learning Part 2: How to deliver a distance education online course

2021 ◽  
Vol 11 (9) ◽  
pp. 39
Author(s):  
Constance E. McIntosh ◽  
Diana Bantz ◽  
Cynthia M. Thomas
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Innovative Teaching ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
History Of

The second article in a three-part series discusses how to deliver a distance education online course by i) assuring understanding of the learning platform, ii) developing a course model, iii) creating individual assignment rubrics for courses, iv) requiring active participation from both instructor and students, and v) setting-up quality communication. This paper is a continuation of the first paper whereby the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses.

scholarly journals EFL Teachers’ Perceptions on the Implementation of Mobile-Assisted Language Learning in Saudi Arabia During COVID-19: Challenges and Affordances

2022 ◽  
Vol 13 (1) ◽  
pp. 92-100
Author(s):  
Norah Alghamdi
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Elementary Schools ◽  
Language Learning ◽  
Teaching Experience ◽  
Future Research ◽  
Teachers Perceptions ◽  
Mobile Assisted Language Learning ◽  
Significant Difference ◽  
Efl Teachers

This study aimed to explore EFL teachers’ perceptions regarding mobile-assisted language learning (MALL) in elementary schools in Saudi Arabia, including their attitudes, levels of proficiency, and challenges they experienced regarding the use of MALL. The study also sought to investigate whether EFL teachers’ backgrounds have any significant impact on their perceptions of MALL. To this end, survey data were collected from 123 EFL teachers who have worked in elementary schools in Saudi Arabia. The results revealed teachers’ positive perceptions of MALL, particularly during the COVID-19 pandemic. Overall, participants stated that mobile learning is beneficial and has the potential to support and enhance EFL teaching. Most EFL teachers reported that they did not have a sufficient level of skills/abilities required to develop MALL activities and cited some challenges they faced. The results also indicate a significant difference among participants’ perceptions of MALL based on their professional development and teaching experience, but no difference based on their gender was found. These results indicate that placing a greater emphasis on offering professional development in MALL for Saudi EFL teachers could cultivate both greater proficiency and the ability to overcome challenges. This study concludes by providing recommendations on how to improve MALL implementation as well as directions for future research.

scholarly journals Students’ and teachers’ perceptions and experiences of course scheduling in undergraduate sports sciences program: An Ethiopian case study

2021 ◽  
Author(s):  
beshir edo kulluche
Keyword(s):  
Teaching And Learning ◽  
Future Research ◽  
Full Time ◽  
Grade Point ◽  
Teachers Perceptions ◽  
Block Scheduled ◽  
Course Scheduling ◽  
Key Factor ◽  
Institutional Strategies ◽  
Sports Sciences

AbstractFlexibility in course scheduling is an integral part of institutional strategies used to increase studentengagement and success, yet little research exists that examines scheduling as a key factor that determinesstudents’ experiences and educational outcomes. This study explored the undergraduate sport sciencestudents and their teachers at Jimma University, Ethiopia, regarding their experiences in semester-based andblock scheduling formats as well as their reflections and perspectives on the effectiveness of these schedulingformats for teaching and learning. For this, the study used an exploratory mixed-methods design consisting ofindividual interviews with six teachers and focus group interviews with undergraduate sports sciences studentsample (n = 40), and institutional archives of the sampled students’ cumulative grade point averages (GPAs).The study findings indicate divergent views regarding their perceptions and mixed experiences with thesemester-based and block scheduled courses. Irrespective of these, the majority of participants reported thatteachers’ missing scheduled classes, tending not to teach the full time of the class session, continual lecturing,and scarcity of instructional resources are the major challenges surrounding the implementation of bothsemester-based and block teaching. We discuss the implications of these findings for future research,implementation, and intervention design.

scholarly journals Benefits and Limitations of the Artificial with Respect to the Traditional Learning of Mathematics

Mathematics ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 611
Author(s):  
Michael Gr. Voskoglou ◽  
Abdel-Badeeh M. Salem
Keyword(s):  
Teaching And Learning ◽  
Industrial Revolution ◽  
Cyber Physical Systems ◽  
Learning Theories ◽  
Future Research ◽  
Traditional Learning ◽  
Teaching Mathematics ◽  
Physical Systems ◽  
Advantages And Disadvantages ◽  
The Subject

The present article focuses on the role that the artificial teaching and learning of mathematics could play for education in the forthcoming era of a new industrial revolution that will be characterized by the development of an advanced Internet of things and energy, and by the cyber-physical systems controlled through it. Starting with a brief review of the traditional learning theories and methods of teaching mathematics, the article continues by studying the use of computers and of applications of artificial intelligence (AI) in mathematics education. The advantages and disadvantages of artificial with respect to traditional learning in the classroom are also discussed, and the article closes with the general conclusions and a few comments on the perspectives of future research on the subject.

scholarly journals Evaluation of an undergraduate psychiatric clinical rotation: Exploring student perceptions

2021 ◽  
Vol 27 ◽  
Author(s):  
Inge M. Smit ◽  
Mariette Volschenk ◽  
Liezl Koen
Keyword(s):  
Student Perceptions ◽  
Teaching And Learning ◽  
Medical Training ◽  
Learning Experience ◽  
Future Research ◽  
Clinical Rotation ◽  
Clinical Teachers ◽  
Teachers Perceptions ◽  
Good Learning ◽  
Potential Improvement

Background: Globally, the appropriate transformation of medical training is critical to ensure the graduation of competent physicians who can address the growing health needs.Aim: To explore medical students’ perceptions of their learning experience during the undergraduate psychiatry late clinical rotation (PLCR) at Stellenbosch University (SU) and to use the findings to make possible recommendations regarding curriculum renewal.Setting: In recognition of this, the Department of Psychiatry at the Faculty of Medicine and Health Sciences of SU is reviewing its current teaching and learning practices.Methods: Data were collected from two focus groups.Results: Three main themes emerged: ‘learning in the clinical context’, ‘gaining knowledge’ and ‘generational needs’. Whilst several suggestions were made for potential improvement, the participants still endorsed that the PLCR does provide them with a good learning experience in psychiatry.Conclusions: Considering that these perceptions are from a group of millennials, the insights arising from the ‘generational needs’ theme were especially valuable. To bridge the generational gap and develop a curriculum that will not only meet the standards expected by educators but also achieve acceptance from learners, future research with a specific focus on clinical teachers’ perceptions is needed.

scholarly journals Exploring the scope of and gaps in the teaching and learning of Business Studies at school and teacher education levels

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Carina America ◽  
Lara Skelly
Keyword(s):  
Teacher Education ◽  
Policy Development ◽  
Teaching And Learning ◽  
Youth Unemployment ◽  
Past Research ◽  
School Curriculum ◽  
Future Research ◽  
Business Studies ◽  
Education Levels ◽  
General Business

The relevance of Business Studies Education (BSE) at school and in higher education is undisputed, given the rising levels of youth unemployment and the need for an appropriate skill set for potential entrepreneurs. Although a relatively large corpus of general business education literature is available, the same does not necessarily apply to published research related specifically to business studies teaching and learning at school and in teacher education. The aim of this research was to explore the scope, similarities, differences and potential gaps in the teaching and learning of Business Studies within school and teacher education contexts. A meta-study methodology was applied in this study to provide a comprehensive review and synthesis of peer-reviewed research publications in business studies education. An overview of the challenges facing BSE within the South African context is provided. A framework encompassing situational, pedagogical, practical and disciplinary knowledge areas guided the analytical overview to underscore the limitations and particular points of focus of current and past research. In addition, the meta-study set out to establish the scope, similarities and differences of promising areas for future research. Findings suggest that BSE research remains limited, entrepreneurship is an important focus for research and that not enough research has been conducted about situational knowledge. Recommendations include the need to analyse the complexities of teacher education and training, to investigate and critique the theoretical foundations of business studies education and to evaluate the shifts in school curriculum policy, development and design.

scholarly journals Strategies for innovative teaching and learning Part III: Connecting with students from a distance

2021 ◽  
Vol 11 (10) ◽  
pp. 19
Author(s):  
Diana Bantz ◽  
Cynthia M. Thomas ◽  
Constance E. McIntosh
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Innovative Teaching ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
Phone Calls ◽  
Isolation Methods ◽  
History Of

The third article in a three-part series discusses ways to enhance communication with students and promote connectedness when delivering a distance online course. Students in distance programs may have feelings of not being connected to the instructor and peers leading to dissatisfaction and isolation. Methods of how the instructor can promote an environment of connectedness through the use of announcements, video conferencing, video updates, scheduled phone calls, and office hours will be discussed. The first paper discussed the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses. The second paper delved into understanding of the learning platform, developing a course model, creating individual assignment rubrics for courses, requiring active participation from both instructor and students, and setting-up quality communication.

Sign in / Sign up

Export Citation Format

Share Document