Computer programming is considered as a difficult area of study for novices. One of the reasons is the main focus of the curriculum presented in an introductory programming (IP) course which emphasizes more on the programming knowledge (syntax and semantic) of the programming language. This study introduced a new teaching curriculum in the IP course which focuses on different skills required by the novices. We compared the IP course materials based on the traditional and new approaches against five categories. The result shows that the new approach encourages both the programming knowledge and problem solving strategies, and promotes deep learning. Furthermore, it discourages programming shortcut (Problem statement → Code), and support three-step approach (Problem statement → Solution Plans → Code) in solving a problem statement. The new approach also promotes algorithmic thinking in the IP course by paying equal attention on the problem solving strategies.

<p>E-learning systems installed in educational institutions have increased the efficiency of scholarly processes over the years. E-learning, however, has faced many factors affecting the continuous intention of teachers and students to use e-learning, such as student satisfaction, productivity, and academic success. Therefore to improve academic success, there is a need for institutions to enhance their e-learning programs. Thus the primary objective of this thesis is to construct a composite. This research focuses on the advancement of e-learning to boost students' continuous trying to use e-learning to increase students' level of understanding and academic performance. Data were collected using questionnaires returned to determine their e-learning feedback by 295 undergraduates from four universities in Oman, after which (PLS-SEM) used e-learning to assess their ongoing trial of using e-learning. The facts demonstrate that the variables are essential for the continuing decision to use e-learning.</p>

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Abstract-The revolution of Information Technology (IT) and the rapid development in the communications inevitably the Sudanese educational institutions to use the new technology tools in their programs and strategies. Especially there are some private Sudanese universities take the implementations of (ICT) in their account. The main aim of this study is to explore the reasons behind the useless or the effective use of the (ICT) in (SGU) in teaching. The study selected (10%) from the teachers in (SGU) as a sample, such that the sample of teachers after selection is (600) teacher. The questionnaire method was adopted for collection of data in this study, with benefit from (Likert) method. The study founded that (SGU) used some (ICT) hardware, software and tools properly such as: computers, projectors and internet in teaching and in their other academic activities. In addition, there is a middle and rarely usage for other (ICT) such as video conferencing system, virtual meeting system, planning student's courses, preparing students courses, preparing lectures in presentation software and giving students assignments to be presented by computers. Some of (ICT) tools are not used in (SGU) such as (digital cameras, interactive whiteboards). In addition, the study founded that there is no teacher training in (SGU), in spite of including this activity in the universities plans. The study recommends (SGU) to concern with teacher's training and other (ICT) tools such as (interactive whiteboards) and (internet speed).