Implementation of Smartphones, Tablets and their Applications in the Educational Process Management at Northern Border University

Alenezi, Ahmed; Salem, Mostafa Aboulnour

doi:10.1080/09751122.2017.1335051

Cited by 6 publications

(5 citation statements)

References 4 publications

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“…Due to the impact of SARS-CoV-2 (COVID-19), education in the Kingdom of Saudi Arabia (KSA), like many other nations worldwide, has shifted from traditional learning, i.e., face-to-face, to synchronous digital learning (SDL), with virtual classrooms using numerous tools, e.g., Blackboard Collaborate, Microsoft Teams, Zoom, and social media in some cases [ 1 , 2 , 3 ]. Before COVID-19, in the KSA, utilizing SDL in the higher education context was limited to some courses [ 4 , 5 ]. Furthermore, numerous studies have highlighted the various benefits of SDL: enhancing learning outcomes, learning satisfaction, learning performance, learning motivation, and positive attitudes towards education [ 6 , 7 , 8 ].…”

Section: Introductionmentioning

confidence: 99%

ADIDAS: An Examined Approach for Enhancing Cognitive Load and Attitudes towards Synchronous Digital Learning Amid and Post COVID-19 Pandemic

Salem

Sobaih

2022

IJERPH

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SARS-CoV-2 (COVID-19) has disrupted university education and turned it into distance learning for at least one semester in many countries, including the Kingdom of Saudi Arabia (KSA). However, there was an issue with university students’ cognitive load at this critical time, because education totally stopped for about a month and then resumed remotely. This research draws on the cognitive load theory, particularly the extraneous load, to develop an instructional design model called ADIDAS. The model includes six stages, namely: analyse (A), design (D), improve (I), do (D), Assess (A), and Share (S). Thirty-four experts in instructional technology models have reviewed the ADIDAS model in Arab university contexts, producing a consensus about its suitability for use in distance learning amid the COVID-19 pandemic. Following the consensus of the experts, the model was applied to a sample of 527 students at King Faisal University, KSA. The results confirmed significant statistical differences with a very large effect size in relation to the attitude towards synchronous digital learning (SDL) and cognitive load pre and post ADIDAS. Students had a positive attitude towards SDL and a low cognitive load during the educational process pre adoption of the ADIDAS model, compared to post ADIDAS. The current research results have numerous implications for post the COVID-19 pandemic, especially in Arab countries and similar contexts.

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Section: Introductionmentioning

confidence: 99%

ADIDAS: An Examined Approach for Enhancing Cognitive Load and Attitudes towards Synchronous Digital Learning Amid and Post COVID-19 Pandemic

Salem

Sobaih

2022

IJERPH

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“…The students also felt that using a smartphone during exams increased their motivation and sense of self-confidence, comfort and reassurance. Furthermore, this exam method allowed them to quickly answer the online assessment questions, focus on the exam without fear of running out of time, do an excellent job and obtain better grades, similar to the findings of past studies [57][58][59][60].…”

Section: Discussionmentioning

confidence: 64%

Exploring the Impact of Mobile Exams on Saudi Arabian Students: Unveiling Anxiety and Behavioural Changes across Majors and Gender

Salem,

Alshebami

2023

Sustainability

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Students’ anxiety and behavioural changes while using different examination methods (paper, PC, and mobile exam platforms (MEPs)) were estimated. The influence of academic majors and gender was also determined by answering the following questions: How do anxiety and behavioural changes vary among students using different exam methods? How do students’ anxiety levels vary according to academic majors and gender while using different exam methods? A survey was conducted with 826 students enrolled in eight colleges at King Faisal University in Saudi Arabia. The results revealed less anxiety and fewer harmful behavioural changes among students using MEPs compared with other methods. Furthermore, less anxiety and fewer behavioural changes were observed among health and science majors than humanities and social science majors and among female students than male students while using MEPS. Therefore, MEPs should be gradually adopted by higher education institutions in Saudi Arabia, especially for humanities and social science majors and for male students. Furthermore, researchers and decision-makers should find unique solutions to reduce the positive correlation between anxiety and behavioural changes among health and science majors and female students toward MEPs. This can be achieved by identifying obstacles and introducing modern solutions, such as AI-generated exams, among others.

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“…Thus, the results indicate the need to boost additional cyber-hygiene awareness actions for male students [29,34,62]. As highlighted earlier, female students in KSA universities are segregated and do not have direct contact with their male lecturers [15,63]. Hence, they have fewer options to study face-to-face; thus, they already have more experience with online learning.…”

Section: Discussionmentioning

confidence: 93%

A Quadruple “E” Approach for Effective Cyber-Hygiene Behaviour and Attitude toward Online Learning among Higher-Education Students in Saudi Arabia amid COVID-19 Pandemic

Salem

Sobaih

2023

Electronics

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The spread of SARS-CoV-2 (COVID-19) has made online learning more common worldwide than ever before. However, recent research showed that higher-education students in the Kingdom of Saudi Arabia (KSA) were exposed to cyber threats and attacks during online learning that affected their attitudes toward online learning, despite a high level of cybersecurity infrastructure and digital capabilities in KSA universities. There were several calls for enhancing higher-education students’ cyber-hygiene awareness to improve their cybersecurity behaviours, develop healthy cyber-hygiene habits, and ensure positive attitudes toward online learning amid COVID-19. The current research developed an integrated cyber-hygiene model for improving this behaviour entitled the quadruple “E” approach (QEA), which includes four stages: educate (E1), explore (E2), execute (E3), and evaluate (E4). The research compares students’ cyber-hygiene behaviour and attitude toward online learning pre- and post-implementation of QEA. A sample of 446 bachelor students distributed between females and males in four public KSA universities was adopted during the academic year 2021. The results showed statistically significant differences in students’ cyber-hygiene behaviour and attitude toward online learning pre- and post-adoption of the QEA. Students showed more positive cyber-hygiene behaviour and attitudes toward online learning post-QEA adoption than pre-QEA implementation. In addition, female students have more positive behaviour and attitudes than their male counterparts post the adoption of QEA. The current research stimulates positive cyber-hygiene behaviour and enhances attitudes toward online learning in universities, which have implications for the sustainability of KSA higher education, particularly in relation to SDGs 4 and 10.

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Implementation of Smartphones, Tablets and their Applications in the Educational Process Management at Northern Border University

Cited by 6 publications

References 4 publications

ADIDAS: An Examined Approach for Enhancing Cognitive Load and Attitudes towards Synchronous Digital Learning Amid and Post COVID-19 Pandemic

ADIDAS: An Examined Approach for Enhancing Cognitive Load and Attitudes towards Synchronous Digital Learning Amid and Post COVID-19 Pandemic

Exploring the Impact of Mobile Exams on Saudi Arabian Students: Unveiling Anxiety and Behavioural Changes across Majors and Gender

A Quadruple “E” Approach for Effective Cyber-Hygiene Behaviour and Attitude toward Online Learning among Higher-Education Students in Saudi Arabia amid COVID-19 Pandemic

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