The current study aims to investigate teachers’ perceptions regarding the need to employ digital repositories (DRs) in Omani schools to enhance teaching and learning using interactive e-learning content. The study employed a mixed method approach and was carried out in two phases. Firstly, a survey was adopted to 120 teachers from 15 different schools in Muscat to explore the extent of the need for DRs. Secondly, semi-structured interviews were conducted with 9 teachers to validate the results and develop a deeper understanding. The research methods addressed three aspects: (1) the need for using DRs to support teachers, (2) to support students’ learning, and (3) to enhance curriculum. The results of both methods were consistent and revealed that most teachers expressed the need for employing DRs in the educational process. Teachers believe that DRs are needed to support themselves and students’ learning and to enhance the curriculum. Moreover, the interview analysis yielded an emergent theme related to some conditions raised by teachers to effectively use digital repositories. These conditions include (1) training, (2) educational content, (3) ease of use, (4) and developing a community for teachers and students. Based on the findings, the study introduced a framework for a dynamic DR to be used in Omani schools then proposed a plan to ensure the quality, effectiveness of usability, sustainability, and systematic implementation of DRs in Omani schools. Future studies are recommended to evaluate the use of systematically implemented DRs from the perspectives of all stakeholders, including students.
MOOCs (Massive Open Online Courses) have the potential to change education by offering high-quality online courses in a variety of disciplines. However, just a few studies have investigated the impact of MOOC students' demographics on their completion rates. In this research, we investigate the impact of demographic features of learners in the completion and dropping rate of MOOCs. The data from a survey is used in this study to determine which learner demographic features may have an impact on MOOC completion and dropout. The data was analyzed using Chi-square test.The findings demonstrate that four factors, including gender, marital status, age, and educational level, have no impact on degree of MOOC completion. It was also discovered that marital status, age, and educational level, have no effect on MOOC dropout. However, we discovered a statistically significant link between gender and MOOC dropout (χ2 = 6.347, df = 1, p = 0.012). These results can be considered in future instructional initiatives.
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