Assessing Faculty’s Use of Social Network Tools in Libyan Higher Education via a Technology Acceptance Model

Recently, many educational institutes are expanding their education delivery methodologies to incorporate online, remote, and flexible learning, which is a strategic response to facilitate and fulfil the increasing demand for access to higher education. Unfortunately, online education requires substantial investments in different online education platforms, technologies, and infrastructure, creating obstacles for realising the online education strategy for many developing countries. In this paper, we argue that we could use social networks as one of the delivery platforms for online education, due to their easy access and popularity among young generations. Therefore, we carried out this study to measure and analyse the acceptance of faculty and educational stakeholders for social networks adoption as an educational delivery platform. Hence, we adapted the Technology Acceptance Model (TAM) to determine and analyse the factors and variants affecting faculty’s acceptance. We used the TAM as an internal variable, and we used privacy, infrastructure, institutional support and access devices as external variables to assess the faculty needs for adopting social networks into educational settings. The study examined 14 hypotheses corresponding to these factors using data collected from 382 respondents in six different universities within Libya, performing structural equation modelling, descriptive analysis, and confirmatory factor analysis. Results show that privacy, institutional support, perceived usefulness and perceived ease of use were seen to have a significant effect on behavioural intention. Additionally, perceived ease of use and behavioural intention contributed significantly towards the actual usage of social networks. The results also show that faculty and educational stakeholders have not provided enough for institutions or encouraged the use of social networks within the context of educational institutions across Libya.Publisher's Versio

The effect of active reading software on saudi efl learners’ reading comprehension skills

The present study investigated the effects of technology-integrated instruction on reading comprehension skills of the undergraduate EFL learners at Majmaah University, Saudi Arabia. The experimental study utilized Active Reading Software (ARS) as a technological tool to examine its efficacy on reading comprehension at literal, interpretative, critical, and creative levels. The study also attempted to explore the influence of ARS instruction on learners’ attitudes towards learning reading comprehension. The variables of the study were analyzed and described based on a theoretical framework that included Schema theory, Rumelhalt (1980) and Meyer’s (2005) Cognitive Theory of Multimedia Learning (CTML). This study employed a sequential explanatory mixed-method approach following a quasi-experimental pretest posttest design for collecting the quantitative and qualitative data of the research. The study utilized 60 male participants studying English as a foreign language at Majmaah University, Saudi Arabia. Randomization procedure was used to cluster two intact groups into experimental and control groups. Quantitative data were obtained via reading achievement tests and questionnaire surveys while qualitative data were procured through semi-structured interviews. Analysis of quantitative data made use of statistical package SPSS 22, whereas qualitative data of the study were evaluated using thematic data analysis procedure. Findings of the study pointed out a significant difference in the mean scores of the experimental groups involved in the study in terms of reading achievement. The mean score of the experimental groups on reading posttest was higher than that of the control group. The conclusion was drawn from the findings that using ARS as a learning tool had significant impacts on learners’ reading achievement. The findings of this study demonstrated that ARS is an effective learning tool for enhancing reading comprehension skills since the ARS instruction focused on aspects that could improve learners’ comprehension skills. These aspects included using authentic learning materials, activation of prior or background knowledge, positive learning attitudes, interactive learning activities, individualized and stress- free learning environment. The results of the current study also showed that the participants in the experimental group performed better than the control group because they received the learning input in a conducive environment, which helped them improve their reading proficiency. In the ARS instruction, the learning materials were presented using dual-channel (auditory and visual). Thus, the nature of learning materials used in ARS reading sections and the mode of presentation have encouraged learners to involve actively in the learning process to construct meaningful information based on their prior knowledge. Furthermore, the findings also revealed positive attitudes of learners towards ARS in terms of perceived ease of use, perceived usefulness, user-friendly interface design and retention, all of which are factors that could contribute to technology acceptance and integration in the learning process. Therefore, the current study based on the findings suggests that the use of ARS as a learning tool can be effective in improving learners' reading comprehension skills and learners’ attitudes towards the adoption and integration of technology-based learning in language classes

Mediating effects of perceived usefulness and trust between individual factors and intention to use E-training in Nigerian Technological Universities

Developments in information technology (IT) have offered universities some sophisticated technological tools and innovative training contents that can be used in delivering training to their employees. However, for successful IT integration in training, employees’ positive disposition towards the new system is vital. Although factors, including computer/Internet self-efficacy, interactivity, organisational support, perceived usefulness, perceived ease of use and trust have been used in most studies that investigated technology acceptance, little is known about the effects of interactivity and trust on intention to use e-training. Therefore, this study empirically examines the roles of these factors in determining intention to use e-training within the context of Nigerian technological universities using the technology acceptance model (TAM). Data were collected from 301 employees of five technological universities in Nigeria and partial least squares - structural equation modeling (PLS-SEM) was used in the analysis. Findings of the study reveal that interactivity and trust constructs have positively and significantly influenced employees’ intention to use e-training systems. Additionally, perceived usefulness and trust are found to have mediated the relationship between individual factors and intention to use e-training. The Importance-Performance Map Analysis (IPMA) result shows that to predict intention to use e-training in Nigerian technological universities, priorities should be accorded to trust and organisational support. Theoretically, the study has contributed to the understanding of factors affecting intention to use e-training demonstrating the applicability as well as effectiveness of interactivity and trust in predicting intention to use e-training. Methodologically, the study has established the relevance of conducting Importance-Performance Map Analysis (IPMA) in examining intention to use e-training. Practically, the study provides new inputs for successful implementation of e-training systems in universities. It is recommended that future studies investigate the influence of other factors such as subjective norm, enjoyment, and appeal on the intention to use e-training

Enterprise resource planning (ERP) and organizational performance moderated by organizational and technological factors

Organizational performance (OP) and the enterprise resource planning system (ERP) are two of the most significant studies to provide benefits to the organizations. There are different investigations on the ERP and OP in private and public organizations in developed and developing countries. The current study studied the moderating effect organization factors and technological factors on the relationship between ERP and OP. Notably, as only a few studies have addressed the implication of ERP on OP in Arab countries such as in the Libyan context, it needs more investigation. There is a controversy between the effects of TF and OF that affect the ERP system and OP. The main objective was to explore to which extent the Libyan public organizations are looking to improve their performance through the ERP system. The quantitative method was adopted. Out of 242 public organizations, 149 organizations were selected as the study sample through the random sampling technique. 119 completed questionnaires were run for further analysis. The SPSS software, and PLS-SEM were employed to test the hypotheses. The results revealed that the relationship between the ERP system and OP was strongly significant. Also, the ERP system and OP were influenced by the interaction of the moderating effect of TF and OF. The empirical results add a new academic contribution to the body of knowledge. Hence, the obtained outcome is hoped to provide benefits to the public sector organizations in Libya

Factors influencing ICTs acceptance and usage for e-government services in public organizations in Jordan

E-government in public organisations in Jordan has been in existence for more than two decades. However, there is still lack of studies in discovering the aspects of attitude and behavior of public organisation employees towards e government services. Therefore, this study aims to investigate the determinants of the ICT usage from the perspective of attitude and behavior of the employees in the e-government services. This study employed the Model of Readiness for Organizational Change proposed by Holt as the underpinning theory and further enhanced it to the technology acceptance model III proposed by Venkatesh, and Bala as the additional predictors of ICT acceptance via the intervening effect of attitude towards intention to use for e-government. The study setting was based on three main public organizations from Jordan, namely; Municipality of Zarqa, Municipality of Irbid, Municipality of Mafraq and systematic random sampling of data collection was done through self-administered questionnaire and analysis was done by using the PLS structural equation modelling as the statistical tool. The findings show that principal supports, motivation valence, appreciation, perceived ease of use, perceived usefulness and current usage have a positive significant effect on current usage of e-government services. The findings further reveal that attitude to change positively intervene through current usage and intention to use of ICT acceptance and usage for e-government services. These results are immeasurably valuable to practitioners for managing and executing their strategies in public organisations. Furthermore, it contributes and enriches knowledge pertaining to the predictors of e-government usage

Social Media Adoption Among University Instructors In Saudi Arabia

There is an orientation from the government of Saudi Arabia toward social media in general. The government of Saudi Arabia considers the significance of social media in educating the Saudi community. The Saudi Ministry of Education founded the National Center for E- Learning and Distance Learning (NCeL) because it considered the importance of e-learning and distance learning for higher education (he.moe.gov.sa). NCeL supports and rewards university instructors to integrate social media in the learning process (award.elc.edu.sa). Several studies proved the significance of social media with Saudi higher education students (Alkhalifa, 2008; Salem and Alghamdi, 2011; Almadhouni, 2011). Moreover, Saudi students indicated positive attitudes toward social media in their learning and would prefer attending classes that university instructors use social media (Aifan, 2015). However, the adoption of social media for teaching students by university instructors in Saudi Arabia is unclear. A questionnaire was built based on Rogers’ Diffusion of Innovations theory for the study purpose. 387 university instructors from all of the 28 Saudi public universities responded to the questionnaire. 47.5% of the participants were male university instructors, while 51.7% were female university instructors. .8% of the participants preferred not to disclose their gender. 130 47.8% of the participants were 35 years old or below, 29.2% were between 36-45 years old, and 17.8% were 46years old and more. The results of this cross-sectional descriptive study that the Knowledge stage was the highest stage that university instructors have identified themselves with the stages of the innovation-decision, followed by Decision stage, Persuasion stage, Confirmation stage, and Implementation stage. The findings of this study imply that the perceived relative advantage and compatibility of using social media in teaching students may increase university instructors (in general and for all ages) future adoption decision of using social media in teaching students. Moreover, the findings of this study imply that the perceived relative advantage of using social media in teaching students may increase female university instructors’ future adoption decision of using social media in teaching students, whereas the perceived compatibility of using social media in teaching students may increase male university instructors’ future adoption decision of using social media in teaching students. Finally, the findings of this study imply that the perceived complexity, trialability, and observability of using social media in teaching students may have no influence on increasing university instructors’ future adoption decision of using social media in teaching students

Information behaviour of medical faculty in the tertiary health institutions in Kwara State Nigeria.

Ph. D. University of KwaZulu-Natal, Pietermaritzburg 2016.The study investigated the information behaviour of medical faculty in the tertiary health institutions in Kwara State, Nigeria. The study sought to determine the information needs, information sources used, information utilisation, information sharing and information for collaboration of medical faculty in the health tertiary institutions in Kwara State, Nigeria. Wilson's (1994) and Leckie et al.'s (1996) models of information behaviour underpinned the study. The study also used the post-positivist research paradigm as the theoretical lens to illuminate the research problem. A combination of quantitative and qualitative methods were used as the study design. The population of the study comprised of management staff, deans of faculties, heads of departments, faculty and medical librarians. A purposive strategy was used to select the samples from the respective populations. Data was collected through a survey questionnaire and interviews. To ensure the reliability and validity of the results, an Explorative Factor Analysis (EFA) was performed on the findings of a pre-tested questionnaire. The results of the pre-test indicated that the observed variables in the research instruments were reliable and valid. The quantitative and qualitative data obtained from the main study were analysed using SPSS (Statistical Packages for Social Sciences) software and thematic analysis respectively to generate descriptive and inferential statistics. Findings revealed that 99 (61.1%) of males in the age range of 31 - 40 had BSc degrees. The findings showed that a majority, 85 (52.5%) of respondents were affiliated to the College of Health Sciences, University of Ilorin, and 47 (29.0%) to Nursing Services. In addition, 147 (90.7%) of respondents were full-time faculty in the institutions surveyed. There were 31 (19.1%) consultants among the respondents of which 40 (24.7%) had served the institutions for 6-10 years and 63 (38.9%) had spent between 1-5 years in their present institutions. The findings generally indicated that 106 (65.4%) of respondents sought information from senior colleagues. The findings further revealed that 55 (34%) of respondents consulted information sources fortnightly and another 106 (65.4%) indicated that they received information through faculty board and departmental meetings. Furthermore, 62 (38.3%) of respondents spent 41% - 60% of their time seeking information while 103 (63.6%) indicated that books were their most sought after information source from the library. In addition, 52 (32.1%) of respondents preferred reader services to any other services provided by medical libraries. The findings showed that the most frequently used tools by faculty to access information were library catalogues 60 (37.0%). The findings also revealed that 86 (53.1%) of respondents used their institutional library to access information while 144 (88.9%) used the internet for accessing information. The findings showed that information for collaboration, information utilisation and information sharing were reasons why faculty sought information to fulfil teaching, research and patient care information needs. Findings further showed that 61 (37.7%) respondents visited the library to access information while 90 (55.8%) asked for second opinions from colleagues. The respondents identified several challenges they faced in seeking information which included inadequate resources, lack of qualified staff, limited funding, high cost of journal subscriptions, limited library space and limited opening hours of the library. The study recommended education and training, to create awareness for both medical librarians and medical faculty about the diversity of, and use of information resources (in both print and electronic formats) available, and continuing professional development through workshops, seminars and an academic community of practice as part of capacity building of medical faculty in the quest to fulfil their information needs. The study further recommended the need to provide an adequate budgetary allocation that would enable the provision of information resources to support the needs of medical faculty in the tertiary health institutions in Kwara State, Nigeria. Emphasis should also be given to the information infrastructure for development, improving Internet access, information literacy programmes, and a mentoring plan for junior medical faculty to become independent information seekers and users. In addition, library opening hours in the institutions should be made flexible and extended so that information can be accessed beyond working hours; coordinated information sharing and collaboration programmes such as the community of practice should be encouraged among medical faculty. Tertiary health institutions should also strive to strengthen the collection of up to date and relevant medical books to satisfy the demand for this preferred information source by the faculty. Skills training for catalogue use, databases access, computer literacy skills, Internet access and Medline materials access skills should be provided

A critical assessment of the Technical Education and Training programme in Libya for the national oil industry

The development of competent technicians for the oil and gas industries is vital for a sustainable economy in Libya. One of the major factors that brought about modernisation in the country is the export of oil and gas. This has allowed Libya to embark on profound growth and expansion in all sectors, including health and education. Technical education is one of the most significant components of Human Resources Development (HRD). Therefore, the government has embarked on establishing the Technical Education and Training (TET) programme for preparing and developing technicians to work in the oil and gas industries. This thesis focuses on an assessment of the TET programme. It is important to note that to the knowledge of the researcher, there has been no research conducted to assess TET programme in Libya. Therefore, this study can be considered as an initial source of information that is aimed to contribute to the knowledge in this field. In order to understand the nature of the TET programme and how it is perceived by the respondents, two research approaches were adopted, namely quantitative and qualitative. The results suggest that the respondents are positive about issues relating to the process of the TET programme and the relationship between the Petroleum Training and Qualifying Institute (PTQI) and the oil and gas industries in conducting this programme. To establish this, 3 questionnaires were used to collect data from the teaching staff, students and technicians who attended the TET programme. Results of the quantitative analysis suggest that respondents mostly agreed on issues related to the quality of the TET programme, the curricula, teaching and learning, educational resources and educational planning and assessment. However, although these results show a positive perception towards the TET programme, up to 38.5% of the respondents were negative on issues related to the quality of the TET programme, curricula, teaching and learning, educational resources and educational planning and assessment. In addition, results indicated that the managers at the PTQI and oil industries were working in partnership to organise and manage the TET programme. These results appear to suggest that although the majority of the respondents were happy with the TET programme further studies may be required to understand the effectiveness of the TET programmeEThOS - Electronic Theses Online ServiceGBUnited Kingdo

Evaluation of the use of ICT to support students’ learning and communication in a Saudi Arabian higher education institution : conflicts, contrasts and tensions in lecturers’ perspectives

This thesis explores lecturers’ views on the main issues surrounding their use of information and communications technology (ICT) to support students’ learning and communication in Jeddah University. It also identifies lecturers’ pedagogical beliefs in terms of using ICT in the classroom and explores the factors that might influence their use of ICT to support students’ learning and communication.A mixed-methods, two-phase research design, comprising a survey (n=160) of male and female lecturers and semi-structured interviews (n=16) with female lecturers only, was conducted. Using SPSS for the quantitative data, the results were analysed using thematic analysis.The analysis of the collected data resulted in several findings indicating that there are tensions between lecturers’ views on using ICT and what they claim to practise in the classroom. These tensions demonstrate contrasts in lecturers’ views in relation to many factors that may hinder their integration of ICT. These tensions are presented in the context of internal factors, such as pedagogical beliefs, attitudes and ICT skills, and external factors, for example ineffective ICT integration policy, university culture, and a lack of technical support, training and resources.The findings suggest that lecturers’ use of ICT to support students’ learning and communication faces a number of issues, such as tensions between the lecturers’ stated beliefs, practices, and the above-mentioned internal and external barriers. The study explores the main issues around lecturers’ use of ICT to support students’ communication in the light of a range of learning theories, as well as ICT acceptance models and the TPACK framework. Finally, the discussion leads to evaluating how facilitating lecturers’ use of ICT might be advantageous in moving towards a broadening of the pedagogical culture in Saudi Arabia