The Effectiveness of Using E-learning, Blended Learning and Traditional Learning on Students' Achievement and Attitudes in a Course on Islamic Culture: an Experimental study

This study is mainly concerned with establishing the benefits of e-learning (studying through an asynchronous classroom only) and blended learning (studying through an asynchronous virtual classroom in addition to a traditional learning) as compared to traditional learning (attending classroom lectures) in terms of their effects on students’ attitudes and achievement featuring the Islamic Culture course (101) at Umm Al-Qura University in Saudi Arabia. However, to reach that end the researcher had to find out as to whether there is a statistically significant difference between the above three methods of teaching. For this purpose an ethics unit drawn from an Islamic culture course (101) has been electronically designed using a learning and content management system programme known as Moodle, based on the ADDIE model. Two experimental groups together with a control group have been involved. The three groups have been randomly selected and assigned with the first and second experimental groups consisting of 43 and 55 participants respectively, and the control group consisting of 50 participants. After verifying their reliability and validity pre-achievement and post-achievement tests as well as attitude scale supported by interviews have been used as instruments for assessing students’ achievement and attitudes in the different groups. The results of the study have revealed that there is a statistically significant difference (at the 0.05 level) between the three methods in terms of students’ achievement favouring blended learning method, while no statistically significant differences exist (at the 0.05 level) between e-learning and traditional learning in terms of students’ achievement. Yet, in terms of attitude, the results of this study have indicated that there is a statistically significant difference (at the 0.05 level) between the two experimental groups on the one hand and control group on the other hand favouring the former, while no statistically significant difference (at the 0.05 level) exist between blended learning and e-learning in terms of students’ attitude. However, based on these results the researcher has managed to put forward a number of recommendations and suggestions

Students’ achievement and opinions on the implementation of e-learning for phonetics and phonology lectures at Airlangga University

Abstract The demand of e-learning at higher education has increased significantly in the past several years. In Indonesia, the implementation of e-learning has been encouraged by the government since 2011. However, universities are still looking for the most appropriate e-learning system, and unsure of the effectiveness of e-learning program. This paper discusses the implementation of e-learning system at Airlangga University, one of the top five state-owned universities in Indonesia. The e-learning system implemented in this university follows the Seven Principles of Good Practice in Undergraduate Education, i.e. encourage contacts between student and faculty; develop reciprocity and cooperation among students; use active learning techniques; give prompt feedback; emphasize time on task; communicate high expectations; and respect diverse talents and ways of learning. The e-learning platform at this university is called AULA (Airlangga University e-Learning Application). The respondents of this study were the students who took the General Linguistics course, particularly for the lectures on Phonetics and Phonology. Based on the t-test calculation of the exam scores, we conclude that there is no significant difference between the results of the e-learning and those of the classroom learning. The results of questionnaires show that 85% of the students are satisfied with the implementation of e-learning as they think that the e-learning makes it easier for them to understand the materials, it is fun, and is convenient to access. For further implementation, the students suggested the additions of podcasts and games, more time for the quizzes, and improvement of the e-learning platform

Challenges and Barriers Toward Medical Research Among Medical and Dental Students at King Khalid University, Abha, Kingdom of Saudi Arabia

Background: Medical research is a systematic method to obtain new knowledge, reduce diagnosis problems, discover the latest or best treatment for a disease, and also used for disease prevention.Objective: The study aims to assess the challenges and barriers to conduct medical research among medical and dentistry students and determine the reasons that hinder the conduct of the study.Methods: In this cross-sectional study, the research population consisted of medical and dental students affiliated with King Khalid University in Saudi Arabia in 2020. The study followed a descriptive approach based on quantitative analysis. The Statistical Package of the Social Sciences (SPSS) program (V. 16.0, SPSS Inc., Chicago, IL, USA) was used for data analysis.Results: A total of 327 students participated in this study, and the response rate was 100%. Among them, 61.5% were females. In this study majority (63.3%) had a moderate attitude toward conducting medical research and the average was 56.17. The majority (53.8%) had a reasonable behavior toward conducting medical research, and the average was 29.06. Lack of time, skills, funding, facilities, and limited access to medical journals and related databases were the significant barriers found. Most of the students had positive attitudes, except that they are not awarded on their research, do not attend the sessions, and do not speak their thoughts. A significant relationship between demographic characteristics (age, level, and Grade Percentage Average), attitudes &amp;amp; perceived barriers toward research was found (&amp;lt;0.05).Conclusion: The majority of the students demonstrated a positive attitude toward and moderate behavior of research. However, most are not awarded on their research, do not attend the sessions, and do not speak their thoughts. Intensive training and adequate support in research activities of medical and dental students at the undergraduate level may help reduce these challenges and barriers toward research.</jats:p