Improving the Quality of Technology-Enhanced Learning for Computer Programming Courses

Teaching computing courses is a major challenge for the majority of lecturers in Libyan higher learning institutions. These courses contain numerous abstract concepts that cannot be easily explained using traditional educational methods. This paper describes the rationale, design, development and implementation stages of an e-learning package (including multimedia resources such as simulations, animations, and videos) using the ASSURE model. This training package can be used by students before they attend practical computer lab sessions, preparing them by developing technical skills and applying concepts and theories presented in lecture through supplementary study and exercises

A Framework for Adopting Blended Learning in Traditional School Based Learning

Poor traditional learning methods have been a main concern in learning and teaching activity. These traditional methods (“talk and chalk”) is being replaced by online learning, it helps students to get all the knowledge using diversified tools, it places the student at the centre of the educational process rather than the teacher, and the role of the teacher is to improve their skills, and promote research and curiosity to seek the information, and then analyse, evaluate and use it. Generally school-based learning (SBL) and laboratory-based learning (LBL) activities are delivered via a blended learning approach. The novel framework includes an e-learning package which enables the development and improvement of students’ ICT skills, digital age literacy, inventive and higher-order thinking before they attend the practical lab sessions. The proposed pedagogical approach will enable the current generation of students to be better prepared for a workplace where computers, the Internet and related technologies, are becoming more and more ubiquitous

Online Interactive Module for Teaching a Computer Programming Course

Abstract: Teaching computing courses is a major challenge for the majority of lecturers in Libyan Higher Education institutions. These courses contain numerous abstract concepts that cannot be easily explained using traditional educational methods. The main aim of this article is to present a conceptual framework for laboratory-based learning designed to teach a computer programming module with the help of an e-learning package. The framework could be used for a single module or one of several modules with a specific aim. The framework should be useful for designers of online learning modules and teachers who are interested in the design of online courses on the Internet. The proposed framework will enable the current generation of students to be better prepared for a workplace where computers, the Internet and related technologies are becoming increasingly ubiquitous

An Improved Lab Skills Model and its Application to the Computer Science Course at Omar Al-Mukhtar University, Libya

Abstract This paper provides an identification of the existing skills gap between school-based learning (SBL) and laboratory-based learning (LBL) in the Computing Department within the Faculty of Science at Omar Al- Mukhtar University in Libya. The authors developed a questionnaire which was completed by lecturers, laboratory demonstrators and stu- dents. The aim was to discover these stakeholders’ perceptions about the gap between the students’ skills during SBL activities and those required by LBL sessions. The questions referred to skills related to three learn- ing domains: cognitive, psychomotor and affective. The findings show there are two most significant IT skills gap and group work skills, and others are lack of materials, lack of understanding of theoretical issues necessary to perform exercises, limited access to IT, a lack of develop- ment processes, poor curriculum review and limited links between prac- tical tasks and theoretical content. The results of quantitative and quali- tative analysis of the responses were used to develop an LBL skills model comprising the hard and soft skills required for lab sessions. This pro- posed model will be used to design and develop supplementary teaching and learning activities and materials which will increase the quality of stu- dent learning and satisfaction

Improving Students’ ICT Skills By Using A Novel Framework For A Lab-Based Learning Module

This paper describes the design of a novel pedagogical framework for a computer programming module. Generally the school-based learning (SBL) and laboratory-based learning (LBL) activities are delivered via a blended learning approach. The novel framework includes an e-learning package which enables the development and improvement of students’ ICT skills, digital age literacy, inventive and higher-order thinking before they attend the practical lab sessions. The proposed pedagogical approach will enable the current generation of students to be better prepared for a workplace where computers, the Internet and related technologies, are becoming more and more ubiquitous

Attitudes of Libyan students towards ICT's applications and E-learning in the UK

The use of virtual learning technology has increased rapidly in university teaching. The introduction of e-learning has led to rapid change which has impacted both the learners and the educators. The increasing use of technology in all aspects of life, as well as in the education sector, motivated Libyan universities to update their processes and make the technology the main factor in their education systems. This paper will analyse students‟ feedback for some Libyan students who studied abroad, thereby evaluating the e-learning environment as an effective support to face-to-face learning. The actual research was conducted with 30 Libyan students; the findings reflect the fifteen percent who responded to the questionnaire. The questionnaire comments and suggestions reported by students on e-learning are also reflected in the results. The reported findings focus on participants‟ attitudes towards and their satisfaction with technology. The article concludes by commenting on the prospects of e-leaning in the UK

Analysing the Effectiveness of IT Strategy in Libyan Higher Education Institutes

The use of Information and Communications Technology (ICT) has increased rapidly in the entire education sector and teaching process. Libyan universities, and most Libyan Higher Education Institutes (LHEIs), are trying to update their processes and to make Information Technology (IT) a major factor in their education systems. This paper will present an analysis of feedback from a group of Libyan students studying abroad, in response to questions about their attitude, awareness and motivation with regard to IT. It will then evaluate the ICT gap in Libya, using a SWOT analysis model, which indicates the main issues for Libyan HEIs and significant features of online teaching and learning. The paper also discusses some online learning activities that can be used in the design of many types of courses, modules and programmes. In addition, the effectiveness of different IT strategies, and the numerous requirements for the transition from traditional to online learning are addressed in the narrative, including a set of proposals that could contribute to the use of ICT and IT in achieving the goals of educational curricula in Libya. Finally, the authors suggest a number of recommendations for the effective design and successful implementation of IT strategies in Libyan HEI

Virtual Lab for Teaching a Computer Programming Course

This paper focuses on the design, development and implementation of blended learning strategy at Faculty of Science, Omer Al-Mukhtar University, Libya. Initially the student will analyse the current status of blended learning as an integral part of university education, the latest innovations, students’ and lecturers’ attitudes and experiences with these and the implications of including blended learning courses for the future. The findings of this study will be beneficial for the student’s workplace because the developed methods for the design, development and implementation of blended learning strategy will ensure the improvement of learning experiences provided by Faculty of Science from Omer Al-Mukhtar University, Libya

Analysis of Communication Barriers in Technical Vocational Education System in Libya

Education, in the form of technical and vocational training, helps to develop sound individual progress in scientific and technological areas, and requires extensive technical competence and professional skills in addition to specific functional capabilities. Therefore, the education system requires technical and vocational training in order to develop the knowledge and skills that will help the workforce to become more flexible and responsive to the needs of the local labour market, enhancing the possibility of competing in the global economy. Within the Libyan context, there is a need for centres of technical and vocational education and training to reform their professional education programmes, and to seek to integrate theoretical education with training appropriate for the labour market. There is also an urgent need for the system of technical and vocational education and training in Libya to open up opportunities by providing comprehensive education and training for all, including marginalized people. Such opportunities would enable Libyan citizens across civil society, including inhabitants of villages, to equip themselves with the necessities for a decent and productive life, and are vital for the prosperity and welfare of the Libyan community as a whole