The purpose of this study was twofold: (1) to examine university students' perceptions of the use digital technologies in their formal learning, and (2) to examine differences in the their perceptions of the use of digital technologies in their formal learning, based on their gender, age, major, academic year, perceptions of digital competence, and perceptions of digital dependence. A descriptive survey research method was used; a questionnaire was used to collect data. The participants were students enrolled in different classes in the second semester in the academic year of 2016/2017 at a university in Jordan. The results showed that the participants had positive perceptions of the use digital technologies in their formal learning in affective, cognitive, and conative domains. Students' perceptions of the use digital technologies in their formal learning did not differ significantly according to gender, age, major, or perceived digital dependency. However, students' perceptions of the use digital technologies in their formal learning were influenced by their academic year and perceived digital competency. Recommendations based on the findings were presented.

<p>Cloud computing has spread widely among different organizations due to its advantages, such as cost reduction, resource pooling, broad network access, and ease of administration. It increases the abilities of physical resources by optimizing shared use. Clients’ valuable items (data and applications) are moved outside of regulatory supervision in a shared environment where many clients are grouped together. However, this process poses security concerns, such as sensitive information theft and personally identifiable data leakage. Many researchers have contributed to reducing the problem of data security in cloud computing by developing a variety of technologies to secure cloud data, including encryption. In this study, a set of encryption algorithms (advance encryption standard (AES), data encryption standard (DES), Blowfish, Rivest-Shamir-Adleman (RSA) encryption, and international data encryption algorithm (IDEA) was compared in terms of security, data encipherment capacity, memory usage, and encipherment time to determine the optimal algorithm for securing cloud information from hackers. Results show that RSA and IDEA are less secure than AES, Blowfish, and DES). The AES algorithm encrypts a huge amount of data, takes the least encipherment time, and is faster than other algorithms, and the Blowfish algorithm requires the least amount of memory space.</p>

This study aims to identify the role of management information systems (MIS) towards decision-making in Al-Hussein Bin Talal University (AHU). To accomplish the objective of the study, the following hypotheses were formulated: There are NO statistically significant differences between MIS and the effectiveness of the decision-making process (DMP) at AHU. There are NO statistically significant differences in the attitudes of employees at AHU on the role of MIS in the effectiveness of (DMP) due to their demographic variables (gender, age, marital status, job experience, and scientific qualification). The study followed the analytical descriptive approach, a questionnaire was designed to collect the data, it was distributed to a sample of (180) managerial and academic staff of decision-makers at AHU with a recovery rate of (89%). The most important results are: There is a statistically significant relationship between MIS and the decision-making process effectiveness in AHU, The results also showed there are statistically significant differences between the role of management information systems in making decisions due to the variables (age, job experience, and scientific qualification). While there are no statistically significant differences of (gender and marital status) variables, the study recommend the need to increase the support of senior management at AHU for users of information systems, the need to provide training and development programs for them and the need to increase attention to MIS through regular maintenance, continuous development, protection of information, and building an integrated electronic system at the level of all Jordanian universities that guarantees participation as well as safe and effective information exchange between them.

Academic advising (AA) is an integral part of university education, as it has an indispensable role in helping students fulfil their goals in higher education, become responsible for their own learning, and formulate meaningful educational plans that perfectly match the abilities of each student. For this reason, educational institutions around the world are striving to upgrade their AA systems (AAS) to provide their students with personalized experiences. Meanwhile, modern technology can improve the advising process and facilitate the accomplishment of the corresponding tasks. Therefore, the integration of technology into AA not only offers more flexibility for the students but also improves the delivery of advising services. This study aimed i) to identify those factors that mainly affect the AAS services being offered in universities; and ii) to examine how the satisfaction of students with AAS is affected by service quality. A total of 400 students from the Information Technology College of Al-Hussein Bin Talal University (AHU) were invited to participate in an online survey for data collection, and a response rate of 90.50% was recorded. Results show that the satisfaction of students with the AAS is affected by trust, network quality, service quality, system quality, information quality, and perceived risk.

<span lang="EN-US">Typically, the problem of scheduling exams for universities aims to determine a schedule that satisfies logistics constraints, including the number of available exam rooms and the exam delivery mode (online or paper-based). The objective of this problem varies according to the university’s requirements. For example, some universities may seek to minimize operational costs, while others may work to minimize the schedule's length. Consequently, the objective imposed by the university affects the complexity of the problem. In this study, we present a grouping-based approach designed to address the problem of scheduling the exam timetable. The approach begins by profiling the courses’ exams based on their requirements, grouping exams with similar requirements to be scheduled at the same time. Then, an insertion strategy is used to obtain the exam schedule while satisfying the imposed constraints of the targeted university. We applied this approach to the problem of exam scheduling at Al-Hussein Bin Talal University in Jordan and achieved a balanced exam schedule that met all the imposed constraints.</span>