Organization of Materials and Accessing the Library in Blackboard: A Learner-centered Usability Study

Gibeault, Michelle

doi:10.1016/j.acalib.2018.02.008

Cited by 8 publications

(12 citation statements)

References 23 publications

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“…Implementing computers in learning is one of the modern patterns that result in the progress and development of the learner not only in the field of human sciences but even in pure sciences (Kelly et.al., 2017). Past literature found out that computer-based education is far better and more developed compared with conventional teaching methods (Gibeault, 2018). The rapid development of network provided different definitions to the term e-Learning such as Web-Based Learning: WBL, Web-Based Instruction-WBI, Web-Based Training-WBT, Internet-Based Training-IBT, Distributed Learning-DL, Advanced Distributed Learning-ADL, On-line Learning-OL, Mobile or m-Learning, Nomadic Learning, Remote Learning, Off-site learning, and alearning: anytime, anyplace, anywhere learning (Sauro & Sundmark, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…According to Gibeault (2018), current education systems turned to be reliant on a computer and are the latest development in the human sciences field. Adopting only computers as a teaching technique is not satisfactory, it should be escorted with contemporary teaching techniques and computerized programs that suit all the diverse academic levels.…”

Section: Introductionmentioning

confidence: 99%

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Interaction in E-Learning Setting through Teaching English as Foreign Language by Native-English Teachers: E-Classroom Discourse

Khotaba¹

2022

AWEJ

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This survey investigated the interaction of e-learning settings through teaching English as a foreign language by native-English teachers. It examined the instructional virtual environment in teaching EFL at the University of Tabuk in Saudi Arabia during the COVID-19 crisis during the academic year 2019/2020. Sample consisted of 20 informants. Participants were selected randomly divided into two groups (experimental 10 and control 10). Experimental group used media tools such as blackboard, zoom, interactive board, the control group used the conventional method. Pre-and post-questionnaires were distributed to both groups after completing teaching units. Results showed that there are statistically significant differences at level (0, 05) for the means of achievement test for both groups in favor of the experimental group through the interactive board. The findings revealed that there are statistically significant differences at level (0, 05) in developing attitudes of teachers towards linguistic subjects due to the use of the interactive board. The research recommends that media; blackboard, zoom, and the interactive board should be activated in teaching all subjects not only the time of crisis but also in normal times since it has a positive effect on the achievement of teachers and increases their attitudes towards teaching EFL any time any place.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Interaction in E-Learning Setting through Teaching English as Foreign Language by Native-English Teachers: E-Classroom Discourse

Khotaba¹

2022

AWEJ

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“…They use their prevailing knowledge and originate their meanings. It has given them autonomy and not to rely much on their teachers which was the case of conventional teaching methods (Gibeault, 2018).…”

Section: Digital Age and Efl Learnersmentioning

confidence: 99%

“…Nowadays, every EFL learner in Saudi Arabia is keen to be the center of the e-classroom and the monitor of his/her own encouraged by the digital transformation's concept. Every learner should be provided with the opportunity to be responsible for achieving designed learning objectives by being autonomous learners and included in the language learning process (Gibeault, 2018). The modifications over the process of learning concept are somewhat affected by the growth of human factors particularly during the digital transformation era in modern life.…”

Section: Introductionmentioning

confidence: 99%

Learners’ Aptitude towards Using Digital Techniques in Learning EFL: Internet Discourse

Almagarbeh¹

2022

JPSE

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The use of digital techniques has become very common inside the classroom as the past few decades witnessed a continuous development in the field of education. Concerning EFL language teaching and learning, digital information has developed to be usual practice in the classroom. The number of EFL learners who are considered “highly ready” for this kind of digital transformation is very limited. These EFL learners used personal devices such as laptops, IPads, smart devices with particular resource materials that were prepared before teaching and using these devices in the classroom. Generally, EFL teaching and learning appeared to be more exciting due to the use of smart devices and digital touch. They seemed to be creative and innovative inside the e-classroom. This paper aimed at investigating learners’ aptitude towards the use of digital techniques in learning EFL. It attempted to examine the way digital learning media motivates EFL learning; then, sketches the difficulties experienced by EFL learners inside the e-classroom; and finally, recommends possible solutions to these difficulties. This research is designed to support professional learning and contribute to further investigations on similar themes. The study consisted of 30 EFL learners at the Institute of Languages at the University of Tabuk in Saudi Arabia selected randomly. It is based on Tubaishat and Lansari‘s (2011) Model of E-learning. Two research instruments were used; an Active Inspire Test and a questionnaire survey. The findings indicated that there are statistically significant differences at level (0,05) in learners’ aptitude towards the use of digital techniques in learning EFL inside the e-Classroom.

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“…Also, the ability as a team to integrate innovative programming and having a stronger impact on student than in one-shot sessions. Gibeault (2018) shows the results of a study that focuses on a learning management system (LMS) organization of materials. Usually, the incorporation of library materials in an LMS depends on many factors.…”

Section: Embedded Librariansmentioning

confidence: 99%

Exploring the Impact of the Pandemic on Reference and Research Services: A Literature Review

Osorio

Droog

2021

New Review of Academic Librarianship

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This literature review explores the impact of COVID-19 on reference and research services in academic libraries. The first half of the review identifies changes and initiatives during the previous ten years using meaningful examples of changes. Gathering information from listservs, conference schedules,trade publications, websites, and emerging research, the second half of this review revisits changes to reference and research services from Spring 2020-Summer 2021. The literature is extensive, for that reason, we have identified meaningful experiences that can be translated into the pre-and intra-pandemic service practices. The pandemic advanced many existing and emerging trends, allowed libraries to find innovative solutions to new problems, and paused other areas.While this literature review cannot predict the future, it will allow readers to reflect on real case experiences with the expectations that our work will enlighten others in creating or adapting services for a new generation of reference and research services.

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Organization of Materials and Accessing the Library in Blackboard: A Learner-centered Usability Study

Cited by 8 publications

References 23 publications

Interaction in E-Learning Setting through Teaching English as Foreign Language by Native-English Teachers: E-Classroom Discourse

Interaction in E-Learning Setting through Teaching English as Foreign Language by Native-English Teachers: E-Classroom Discourse

Learners’ Aptitude towards Using Digital Techniques in Learning EFL: Internet Discourse

Exploring the Impact of the Pandemic on Reference and Research Services: A Literature Review

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