Information technology teachers’ perceptions of the benefits and efficacy of using online communities of practice when teaching computer skills classes

Hashlamoun, Nafeth Al; Daouk, Lina

doi:10.1007/s10639-020-10242-z

Cited by 6 publications

(3 citation statements)

References 25 publications

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“…One of the examples is an effort to design and utilize project-based methods for small groups with fundamental computer subjects (Sanchez-Romero et al, 2019). While some researchers examine the usefulness of other methodologies, such as game-based learning approaches (De Freitas, 2018), some look into the benefits of using communities of practice (Al Hashlamoun & Daouk, 2020).…”

Section: Discussionmentioning

confidence: 99%

National Learning Outcome Standards: A Case ‎of the Computing Element in Oman

Nouraey

2022

BCT

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The General Foundation Program (GFP) is a pre-requisite program ‎for nearly all undergraduate students in Oman in both private and ‎government higher education institutions. The GFP elements include ‎English Language, Computing, Mathematics, and General Study ‎Skills. The present study aimed at evaluating the effectiveness of the ‎GFP with special reference to its Computing element. To do so, 106 ‎‎(72 females and 34 males) post-GFP students’ perceptions of their ‎competencies in the Computing element were evaluated. Data were ‎collected through a 5-point Likert Scale author-designed ‎questionnaire created based on the Learning Outcomes (LOs) of the ‎component. The chi-square results revealed statistically significant ‎differences among the frequencies of the students’ responses in ‎rating their competencies in Computing LOs. Based on the findings, ‎the participants were mostly competent in all the 6 main LOs of the ‎Computing element. In addition, a few criteria with positive effects ‎on achieving the LOs of educational programs were discussed.

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Section: Discussionmentioning

confidence: 99%

National Learning Outcome Standards: A Case ‎of the Computing Element in Oman

Nouraey

2022

BCT

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“…Some important main activities for a CoP are: 1) Brainstorming and problem solving, 2) Knowledge seeking and knowledge sharing, 3) Sharing experiences, 4) Reuse and sharing of resources, 5) Discussions on further development, 6) Project documentation, 7) Identification of knowledge gaps, 8) Study visits and 9) Coordination for synergy effects (Wenger, 2011). These activities have originally been outlined for traditional learning communities, and have find their new adapted forms for TEL in virtual learning environments (Al Hashlamoun & Daouk, 2020).…”

Section: The Buffl Projectmentioning

confidence: 99%

Opening up the University for a Multi-directed Lifelong Professional Development

Mozelius

2022

EJKM

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In a time when most countries are facing a rapidly emerging knowledge society, the investment in human resources is essential for companies and organisations. In parallel, technology enhanced learning has enabled more flexible forms of professional development with work-integrated learning, an interesting shift that also challenges the traditional university model. An interesting concept for realising the work-integrated learning principle of solving practical problems in the industry with the use of theory from academia, is to let participants and companies to bring their own data (BYOD). This study was based on the BUFFL project, where BYOD activities have been an essential part of course design and learning activities for bank and insurance company staff. A project that is a cross-disciplinary collaboration between six companies, three universities, and researchers from different university departments. The aim of this study is to present, analyse and discuss the design and implementation of a pilot project for a technology enhanced and multi-directed lifelong professional development. The main research question to answer was: "What are the bank and insurance company staff perceptions of the BUFFL project design of technology enhanced professional development, and the idea of bringing their own data to course activities?" Data for a preliminary project evaluation has been gathered by course evaluation questionnaires from 14 instances of 9 course modules. Questionnaires comprised 30 questions with a mix of Likert-scale questions and questions with open-ended free-text answers. In a strive to find the data that have a potential to answer the research question 10 Likert-scale questions and 4 free-text questions were selected. Results from the Likert-scale questions were presented as a descriptive statistical analysis that discusses frequency, central tendency and variation. Open-ended free-text answers have been categorised in an deductive thematic analysis and compared to the results from the Likert-scale questions. Findings indicate that a technology enhanced and workplace integrated course design is appreciated, when information and communication technologies work. On the other hand, technology incidents have caused irritation and the provisional support model needs a further development that also could survive the project span. The earlier complaints on too theoretical course literature, and that course design lacks adaption to the participants actual workplace situations are contradicted by the result of the quantitative analysis. However, there are also indications that universities have to open up further, in a shift to a more multi-directed communication and knowledge sharing between academia, industry and society. Finally, even if course modules are given on a 25% pace, the current workload can be demanding for full-time working participants.

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“…This new environment can be elastic in providing many opportunities that foster learning activities for enhancing learners' information retention compared to offline education (Velichova et al, 2020). Furthermore, according to assorted empirical evidence by Al Hashlamoun and Daouk (2020), online learning assists in exchanging thoughts, discussions, reflections, and ideas; negotiating; giving feedback; and working together in group projects. As a result, online learning is a channel that motivates students to participate and engage in learning activities to expand their knowledge.…”

Section: The Benefits Of Online Learningmentioning

confidence: 99%

Factors Influencing Teachers’ Continuation of Online Learning in Elementary Schools

Masmali¹,

Alghamdi²

2021

IES

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The use of online teaching has increased rapidly, especially since the start of the global pandemic of COVID-19. K–12 teachers in Saudi Arabia, like many teachers globally, found themselves with a new way of teaching because of the pandemic. Thus, this study examined the unified theory of acceptance and use of technology (UTAUT) in elementary school teachers’ acceptance of online learning. We tested whether UTAUT’s four key factors (performance expectancy; effort expectancy; social influence; and facilitating conditions) affect Saudi Arabian elementary school teachers’ acceptance of using online learning. We found that performance expectancy, social influence, and facilitating conditions altogether predicted teachers’ use of online learning as the analysis of the multiple regression outcome found that 60.2% of the variation was affected by these variables.

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Information technology teachers’ perceptions of the benefits and efficacy of using online communities of practice when teaching computer skills classes

Cited by 6 publications

References 25 publications

National Learning Outcome Standards: A Case ‎of the Computing Element in Oman

National Learning Outcome Standards: A Case ‎of the Computing Element in Oman

Opening up the University for a Multi-directed Lifelong Professional Development

Factors Influencing Teachers’ Continuation of Online Learning in Elementary Schools

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