Multinational perspectives on information technology from academia and industry

As the term \u27information technology\u27 has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor\u27s degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates\u27 preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025

Barriers and opportunities of e-learning implementation in Iraq: a case of public universities

Although the implementation of e-learning initiatives has reached advanced stages in developed countries, it is still in its infancy in many developing nations and the Middle East in particular. Recently, few public universities in Iraq have initiated limited attempts to use e-learning alongside traditional classrooms. However, different obstacles are preventing successful adoption of this technology. The present research aimed to highlight challenges that hinder effective implementation of e-learning in Iraq and recommend possible solutions to tackle them. A total of 108 respondents voluntarily participated in this research. They consisted of academic staff (N=74), professors in charge of e-learning (N=3), and undergraduate students (N=31). Three methods were used to collect data: a survey instrument, semi-structured interviews, and focus groups. Data was then analyzed and reported quantitatively and qualitatively. This provided in-depth understanding to the current status of e-learning in public Iraqi universities and highlighted major hindrances of its successful application. Based on this analysis, the study proffered many recommendations that should be considered in order to fully benefit from e-learning technologies

Investigating Academic Staff Members’ Perspectives Of The Effectiveness Of The Use Of E-learning Skills In Teaching In Saudi Arabia Universities

Higher education institutions in many countries around the world are facing serious challenges from expansion, leading to a number of developments in the process of integrating information and communication technologies into university practices. E- learning is a revolutionary development that is fast becoming one of the most popular learning environments in the field of education in most universities globally, including in Saudi Arabia. In recent years, the Kingdom of Saudi Arabia (KSA) has witnessed an unprecedented growth in higher education as a result of the increasing pace of advances in technology and especially developments in the use of E-learning at University level. This research investigated male academic staff members’ perspectives of the effectiveness of the use of e-learning skills in teaching at four Saudi universities. It also provides insight into faculty members' attitudes towards the use of E-learning in the teaching and learning process, and their visions of possible and preferred usage of ICT in education in the future. In order to answer these questions, the study used a mixed method design combining a quantitative research approach with academic staff members (questionnaires), and a qualitative approach research with administrative staff and policy makers (interviews). The analysis of 375 questionnaires by academic staff members was complemented with semi-structured interviews of administrative staffs and policy makers at university level, in order to validate the questionnaire results and to gain a deeper insight in supporting the interpretation of the data so as to understand the research problem. Validity and reliability of the questionnaire were checked and statistical treatments such as percentages, means, frequencies, standard deviation and analysis of variance (ANOVA) were conducted. The results indicated that academic staff members have positive attitudes towards the using of E-learning in their teaching and the educational process, with positive agreement in all three dimensions covered by the research. Significant variables within this positive rating included academic qualification and years of academy experience. This means that length of experience is important. Overall, the study shows the enthusiasm of academic staff members in terms of their motivation for the use of E-learning in their teaching, through their responses to the questionnaire. In addition, the study identifies several obstacles indicated by faculty members, which can be regarded as being at university level such as the absence of an institutional policy for e-learning. A number of other obstacles were identified, including such as a lack of integration of technical support, lack of support in instructional design for E-learning and lack of adequate training in the use of E-learning techniques. The study concludes with some recommendations, to find suitable and more effective solutions as well as suggestions for future research

Trends and Issues in Educational Technology Research in Saudi Higher Education: A Meta-Analysis Review

As Information Technology expands, all industries and fields in Saudi Arabia are experiencing reduced costs and improvements in the efficiency and effectiveness of operations in various systems. This has positioned the higher education sector in Saudi Arabia as the land of opportunity in terms of educational technology and its ability to support the development of sustainable educational systems. However, scholars in the field in Saudi Arabia still lack sufficient academic scientific study surrounding the various trends and issues in educational technology research in Saudi higher education. Therefore, this study contributes to this gap in knowledge by aiming to evaluate the contents of previous relevant articles concerning educational technology within Saudi universities. The study reviews the trends (i.e. types of technology, target groups, the socio-technical research context, research theories and the research paradigm and methodology) and the various issues on which studies of educational technology have concentrated. Based on this, a total of 52 studies were reviewed. Thereafter, the study outlines limitations in the previous studies and accordingly puts forward various potential future directions and opportunities for research in this field, and some implications for theory. Keywords: Educational Technology, E-Learning, Higher Education, Saudi Arabia, Universities

Investigating University Instructors’ Experiences And Uses Of Mobile Technology In Teaching And Learning In Saudi Arabia

The use of mobile technology in teaching and learning has become a worldwide phenomenon. Many university instructors in Saudi Arabia have also started using their own mobile technology in their teaching and for communication with students. But there is limited research on Saudi Arabian university faculty’s experiences of using mobile technology in their teaching practices. This mixed-method study adapted the R2D2 (Reading, Reflecting, Displaying, and Doing) model (Bonk & Zhang, 2006, 2008) to investigate faculty’s uses of mobile technology in Saudi Arabian universities, including both instructors’ own teaching and learners’ activities. An online survey, with both Likert-scale items and open-ended questions, was conducted to collect data on university instructors’ (a) general experiences in integrating mobile technology in their teaching practices as well as for learner activities, (b) their attitudes toward mobile learning, (c) the specific learning activities in different categories as per the R2D2 model, in and out of class and for communication with students. A total of 372 instructors participated the survey, 241 of them completed the entire survey. Participants represented the 25 public universities in Saudi Arabia, with a highly diverse profile in terms of age, gender, academic major, geographic location, and years of teaching experiences. In-depth interviews were conducted with six selected participants, representing different age groups, academic majors and teaching experiences to further investigate instructors’ experiences and contributing factors to their uses of mobile technology for teaching and learning in Saudi Arabian universities. The results of this mixed-method research study (Qualitative and quantitative data were collected and used) concluded that the majority of instructors showed their eagerness and willingness to use mobile technology in their teaching practices. Many instructors were already using them in their teaching and for communication with their students. A number of universities already had the appropriate tools and applications that helped students and instructors to use their mobile technology for content delivery, assignment submission, communication, and more. Some university instructors expressed specific concerns regarding the use of mobile technology by their students, together with the needs for training and professional development to better understand the possibilities that mobile technology can bring to the class and to the university environment. The research has practical implications for university administration and policy-makers for better integration of mobile technology and better applications of mobile learning into the different courses and disciplines. The R2D2 four categories (Reading, reflecting, displaying, and doing) cover many learning activities that may be conducted online and through the use of mobile technologies. Although this model focuses on all categories evenly, this research found that university instructors focused on the learning activities from the reading and displaying categories more than the learning activities from the reflecting or doing categories. Instructors nowadays are considered more as facilitators for their learners’ acquisition of knowledge rather than giving and feeding them with the information. And this R2D2 model is a great framework for university instructors to consider, compare, choose and apply different learning activities via mobile devices, when they facilitate and moderate the new ways of teaching. Similarly, this model may be help students where they can take the steps on their own to follow and complete the wide range of mobile learning activities. The adaption of the R2D2 model and its four categories of varied learning activities, together with the key instructional considerations (Bonk & Zhang, 2008) opens new avenues for university instructors to integrate mobile technologies in their courses, for teaching and for students learning activities. The resources and technologies available to instructors differ from one university to another, and from one country to another, so instructors should select the most suitable learning activities from the four R2D2 categories. As Cartner and Hallas (2009) have found that “the (R2D2) model has been easy to use as the cyclical learning process is one that occurs naturally in everyday life” (p. 114). This study sheds light on future research on mobile learning, as well as mobile learning practices for university instructors, higher education administrators and national policy makers

The Developments of ICT and the Need for Blended Learning in Saudi Arabia

The provision of information and communication technology (ICT) to academic staff and university students is critical in order to offer them more effective learning environments. Investigating the current status of the developments of ICT may help decision makers and academic staff to employ them successfully by overcoming the needs and reinforcing the good aspects. This study focuses on the pertinent literature that intends to present the developments of ICT in the Saudi higher education context and the reasons behind the need for blended learning at Saudi universities. The findings indicate that the supply of ICT equipment appears to be adequate which might be due to the recognition of its importance, but that training in using ICT is required for some academic staff and students. Academic staff and students seem to be using ICT unevenly with different levels of skills and experiences that vary from one university to another across the country. The findings also indicate that learning style, the dominance of traditional learning, and the universal pedagogical demand are likely to be some of the reasons behind the need for blended learning. Implications of these findings are provided. Keywords: Information and communication technology (ICT), the Internet, blended learning, higher education, Saudi Arabi

ADOPTION OF E-LEARNING IN SAUDI ARABIAN UNIVERSITY EDUCATION: THREE FACTORS AFFECTING EDUCATORS

Information and communication technology (ICT) is an important if not crucial trend in 21st century learning and education. The adoption of ICT as an educational process has led to improved teaching and learning processes, both inside and outside the classroom. Among the many advantages of ICT technology is that it allows students and teachers to communicate outside the classroom and utilise new techniques and skills. The adoption of ICT in teaching has undoubtedly improved learning and teaching processes, on the other hand there are some factors are hindering the successful implementation. This paper reviews the literature as it pertains to factors affecting effective application of eLearning for educators and students in educational institutions in Saudi Arabia Universities. Through a search of academic databases, 32 relevant literature studies and reviews were identified for the Saudi Arabian context; most were directly concerned with Saudi Arabia’s higher education sector, while others country-specific studies were included when deemed appropriate. Based on the review the literature, this paper concluded that ‘lack of time’, ‘lack of training’ and ‘lack of institutional support’ were the major factors influencing faculty members’ decision to adopt and utilise ICT in teaching practice. In terms of solutions to the challenges identified, reducing academic staffs’ workload to allow them to have more time to use E-learning tools, alongside the provision of sufficient and practical training and institutional support for academic staff should be considered as essential to the successful implementation of technology in education.   Article visualizations

AN EXPLORATORY STUDY OF E-LEARNING STAKEHOLDERS’ EXPERIENCES OF DEVELOPING, IMPLEMENTING, AND ENHANCING E-COURSES IN ONE SAUDI UNIVERSITY

The use of e-learning technologies is gaining momentum in all educational institutions of the world, including Saudi universities. In the e-learning context, there is a growing need and concern among Saudi universities to improve and enhance quality assurance for e-learning systems. Practicing quality assurance activities and applying quality standards in e-learning in Saudi universities is thought to reduce the negative viewpoints of some stakeholders and ensure stakeholders’ satisfaction and needs. As a contribution to improving the quality of e-learning method in Saudi universities, the main purpose of this study is to explore and investigate strategies for the development of quality assurance in e-learning in King Khalid University (KKU) in Saudi Arabia, which is considered a good reference university using best and ongoing practices in e-learning systems among Saudi universities. In order to ensure the quality of its e-learning methods, KKU has adopted Quality Matters Standards as a controlling guide for the quality of its blended and full e-course electronic courses. Furthermore, quality assurance can be further improved, if a variety of perspectives are taken into consideration from comprehensive viewpoints of faculty members, administrative staff, and students. This qualitative research involved the use of different types of interviews, as well as documents that contain data related to e-learning methods in the KKU environment. This exploratory case study was undertaken, from the perspectives of various participants, to understand the phenomenon of quality assurance using an inductive technique. The purposive sample comprises a total of 30 female and male participants to answer the research questions and provide robust information in terms of how the quality of e-learning development has been met in the KKU environment. The thematic analysis method developed by (Braun & Clarke, 2006) was carried out to analyse the data from the interviews and documents. The results revealed six main supportive factors that assist in ensuring the quality of e-learning in the KKU environment. Essentially, these factors are: institutional support, faculty member support, evaluation of faculty, quality of e-course design, technology support, and student support, which together have a remarkable positive effect on quality, forming intrinsic columns, connected by bricks leading to quality e-learning. In addition, in the course of improving e-learning quality, KKU encountered various challenges, some of which were overcome while others were not. Generally, Quality Matters standards are considered to have a strong impact on improving faculty members' skills and on the development of high-quality blended and full e-courses. It is, therefore, the recommendations and implications of the present study that quality assurance practices in e-learning methods can be enhanced and that future researches might shed more light on these recommendations