9,664 research outputs found
Information systems for interactive learning: Design perspective
This paper aims to present and discuss educational issues and relevant research to universities and colleges in the Arabian Gulf Region. This include cultural, students’ learning preferences and the use of information and communication technology. It particularly focuses on interactive learning through the consideration of learning styles. It explores the sequential-global learning styles profile of undergraduate students as part of a continuous research in Information Systems design with a particular focus on the design of Interactive Learning Systems (ILSs). A study to examine the learning style profile of undergraduate students in a cohort of Management Information Systems at a UAE university has been conducted, and a discussion and recommendations on how these findings can be reflected on the design of ILSs are provided
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The effect of education and training on competency
This paper analyses the concept of competence and the important effect of education and training on the individual competence, hence the organizational competence. The purpose of this paper is first to describe the development of competence and define it; second, to study comparatively two different cases on the effect of education and training on competency. The paper addresses whether education and training has an effect on individuals’ competency and therefore on organisational competency. The literature review reveals two cases that studied the effect of education and training on competency. One case shows that there is an effect on competency, but the other case shows that there is no effect.
The research methodology used in this paper is a comparative study. The comparative analysis method is used to investigate and analyse critically both cases through a comparative frame work in order to better understand the two different results. This comparative analysis reveals that there is indeed a positive relationship between education and training on competency despite the different result of the two different cases. The implication of the study is that education and training has to be properly implemented for there to be an effect on competence
Secondary implementation of interactive engagement teaching techniques: Choices and challenges in a Gulf Arab context
We report on a "Collaborative Workshop Physics" instructional strategy to
deliver the first IE calculus-based physics course at Khalifa University, UAE.
To these authors' knowledge, this is the first such course on the Arabian
Peninsula using PER-based instruction. A brief history of general university
and STEM teaching in the UAE is given. We present this secondary implementation
(SI) as a case study of a novel context and use it to determine if PER-based
instruction can be successfully implemented far from the cultural context of
the primary developer and, if so, how might such SIs differ from SIs within the
US. With these questions in view, a pre-reform baseline of MPEX, FCI, course
exam and English language proficiency data are used to design a hybrid
implementation of Cooperative Group Problem Solving. We find that for students
with high English proficiency, normalized gain on FCI improves from =
0.16+/-0.10 pre- to = 0.47+/-0.08 post-reform, indicating successful SI. We
also find that is strongly modulated by language proficiency and discuss
likely causes. Regardless of language skill, problem-solving skill is also
improved and course DFW rates drop from 50% to 24%. In particular, we find
evidence in post-reform student interviews that prior classroom experiences,
and not broader cultural expectations about education, are the more significant
cause of expectations at odds with the classroom norms of well-functioning
PER-based instruction. This result is evidence that PER-based innovations can
be implemented across great changes in cultural context, provided that the
method is thoughtfully adapted in anticipation of context and culture-specific
student expectations. This case study should be valuable for future reforms at
other institutions, both in the Gulf Region and developing world, facing
similar challenges involving SI of PER-based instruction outside the US.Comment: v1: 28 pages, 9 figures. v2: 19 pages, 6 figures, includes major
reorganization and revisions based on anonymous peer review. v3: 19 pages, 6
figures, minor revisions based on anonymous peer revie
Framework to Enhance Teaching and Learning in System Analysis and Unified Modelling Language
Cowling, MA ORCiD: 0000-0003-1444-1563; Munoz Carpio, JC ORCiD: 0000-0003-0251-5510Systems Analysis modelling is considered foundational for Information and Communication Technology (ICT) students, with introductory and advanced units included in nearly all ICT and computer science degrees. Yet despite this, novice systems analysts (learners) find modelling and systems thinking quite difficult to learn and master. This makes the process of teaching the fundamentals frustrating and time intensive. This paper will discuss the foundational problems that learners face when learning Systems Analysis modelling. Through a systematic literature review, a framework will be proposed based on the key problems that novice learners experience. In this proposed framework, a sequence of activities has been developed to facilitate understanding of the requirements, solutions and incremental modelling. An example is provided illustrating how the framework could be used to incorporate visualization and gaming elements into a Systems Analysis classroom; therefore, improving motivation and learning. Through this work, a greater understanding of the approach to teaching modelling within the computer science classroom will be provided, as well as a framework to guide future teaching activities
17P. Building ICT Success Using PBL Based Practices
Increasingly, nowadays students must learn more advanced technical skills in order to secure jobs in a competitive 21st century workforce. This is true even in the Gulf Countries, including the UAE, where less IT work opportunities are available and where competition to find a good IT job is becoming harder. Yet the curriculum that was available to teach them these cutting-edge skills was often textbook-based, uninspiring, and limited in its appeal. Therefore, it was essential to address these issues at the curriculum of developmental program of United Arab Emirates University (UAEU) before students move on to their specific discipline. Considering the earlier mentioned flaws in IT, UGRU curriculum, leadership team in spring 2005 decided to introduce critical and creative thinking and cognition based ICT literacy program along with PBL (Problem Based Learning). The basic objectives of the PBL projects are to promote (i) Research, (ii) Critical Thinking, and (iii) Application of ICT knowledge. The themes of the projects are based on geo-social, scientific or general awareness. In this paper the IT UGRU developmental program will be compared to those counterparts that exist in leading Universities such as UAE, Kingdom of Saudi Arabia, Qatar, Australia, New Zealand, Norway, UK, Canada, and USA. This paper describes the PBL based teaching strategies and their overall effectiveness. It also discusses the impact of these projects on student learning and achieving educational goals. Results are very encouraging. The outcome of this research indicates that using PBL in ICT classrooms can help students become self learners, able to search out, understand, analyze, and synthesize information in a better way. It also helps them to understand the real value of ICT in their lives
Adapting tam and ECT: continuance intention of e-shopping in Saudi Arabia
The objective of this study is to clarify the theoretical problem and identify factors that could explain the level of continuance intention of e-shopping in context of Saudi Arabia. The study proposes a revised technology acceptance model that integrates expectation confirmation theory to measure age differences with regard to continuance online shopping intentions. Structural equation model confirms model fit. The research findings confirm that Perceived
usefulness, enjoyment, and subjective norms are determinants of online shopping continuance. The structural weights are mostly equivalent between the young and old groups, but the regression path from subjective norms to perceived usefulness is not invariant, with that relationship being stronger for the younger respondents.
This research moves beyond online shopping intentions and includes factors affecting online shopping continuance. The model explains 65% of the intention to continue shopping online. The research findings suggest that online strategies cannot ignore either the direct and indirect effects on
continuance intentions
Social technologies for online learning: theoretical and contextual issues
Three exemplars are presented of social technologies deployed in educational contexts: wikis; a photo-sharing environment; and a social bookmarking tool. Students were found to engage with the technologies selectively, sometimes rejecting them, in the light of their prior conceptions of education. Some students (a minority in all the studies) were unsympathetic to the educational philosophy underpinning the technology’s adoption. The paper demonstrates, through an examination of in-context use, the importance of socio-cultural factors in relation to education, and the non-deterministic nature of educational technology. The academic study of technology has increasingly called into question the deterministic views which are so pervasive in popular discourse and among policy makers. Instead, socio-cultural factors play a crucial role in shaping and defining technology and educational technology is no exception, as the examples in the paper show. The paper concludes by drawing out some implications of the examples for the use of social technologies in education
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Determinants of social and institutional beliefs about internet acceptance within developing country’s context: A structural evaluation of higher education systems in Pakistan
This study aims to extend a model of technology acceptance to suit in developing country’s context.
The model attempts to identify relationship between social and institutional factors over behavioural
intention and usage. Recently, ‘acceptance and adoption of information technology (IT) in
multicultural setting’ is becoming topic of interest for IS researchers. In this line, numerous theories
and models are proposed to contribute in examining factors of IT acceptance and reluctance. It is
argued that the models in published literature are found culturally biased, which successfully present
results in only American and European context, however, their validity became questionable when
they were tested in south Asian countries context. Additionally, lack of research is observed to predict
individual’s cognitive behaviour of acceptance, which are influenced by social factors (i.e. peer
influence and superior influence, voluntariness, experience) and institutional factors (i.e. local
institutional management influence and top-level governmental policies influence). This study used
Structural Equation Modelling (SEM) based on Partial Least Square (PLS) method to analyse the
data. The results reveal that the proposed conceptual model achieves acceptable fit and the
hypothesised paths are valid
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