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Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
Impact of  web ct on learning
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Impact of web ct on learning

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This presentation is a summary for a study conducted by syed naqvi

This presentation is a summary for a study conducted by syed naqvi

Published in: Education, Technology
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  • Likert Scale is a five (or seven) point scale which is used to allow the individual to express how much they agree or disagree with a particular statement.
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    • 1. Impact of WebCT on learning: An Oman experience For Syed Naqvi Sultan Qaboos University, Sultanate of Oman Done By: Abdullah Al Saa’di Tariq Al Saadi Khalfan Al Shuaili Jamal Al Kindi Rashid Al Buriki
    • 2. Outline 1 • Abstract 2 • Trends affecting education 3 • Background to the study 4 • Purpose of the study 5 • Brief description of WebCT 6 • Methodology 7 • Results and findings 8 • Summary and conclusion
    • 3. 1. Abstract: This study investigated the impact of WebCT on students learning taking a course “Introduction to Computers in Business” offered at the College of Commerce and Economics, Sultan Qaboos University in the Sultanate of Oman
    • 4. Con. Abstract The finding showed that though the students have little exposure of WebCT at the beginning of the course but towards the end they have appreciated the importance and the use of WebCT.
    • 5. 3. Trends affecting education:  Advancement of technology.  Videoconferencing  Online learning
    • 6. 4. Background to the study environment:  Sultan Qaboos University is the only national university in the country.  Opened in 1986.  It serving to more than 15000 students.  The traditional Islamic separation of the sexes is maintained in the architecture of the University.
    • 7. Campus of SQU:  The campus portrays the rich heritage of Oman and Islam while incorporating all the efficiencies of modern life. The result is an educational and living environment which is both functional and attractive
    • 8. Colleges:  - Medicine  - Engineering  - Agriculture  - Education  - Science  - Arts  - Commerce
    • 9. Centers There are five centers at SQU  - Center for Human Resources and Staff Development  - The Students Counseling Center  - The Center for Information Systems  - The Language Center  - Center for Education Technology (CET)
    • 10. 4. Purpose of the study  The major goal of this study is to see the effects of using WebCT on the students results at Sultan Qaboos University.
    • 11. 5. Brief description of web CT:  It is the corner stone of e-learning in higher education.
    • 12. The roles of WebCT  Enhance both teaching and learning  Helps students to get a lot of information without limits  Provides learners with digital and visual content of the learning material(videos, shows, graphics, clips…etc)  Enables students to choose the assistance of an instructor  Helps learners to submit and retrieve information (download and upload)  Allows students to work and chat in groups
    • 13. 6. Methodology  “Introduction to Computers in Business”.  Male and female with similar educational background and very little or no initial IT skills (Validity)  Total sample size was seventy one subjects
    • 14. Con. Methodology  Questionnaire was designed for this study with fourteen questions 1. WebCT Accessibility 2. Attitudes toward WebCT 3. Learning through WebCT 4. Students Preferences
    • 15. Con. Methodology  Responses were based on Likert scale  Stage of collection data:  Prior data collection (at the beginning of the course)  After data collection (at the end of the course)
    • 16. A. WebCT Accessibility
    • 17. B. Attitudes toward WebCT
    • 18. C. Learning through WebCT  The perception of students towards the WebCT as a tool for learning was poor.  The students have indicated the positive effects of WebCT on:  Understanding.  learning the course material.  better exam preparations.
    • 19. C. Learning through WebCT
    • 20. D. Students Preferences  The students were asked their preference mode of learning through:  Instructor only.  WebCT only .  Instructor and WebCT.
    • 21. D. Students Preferences
    • 22. 8. Summary and Conclusion  Those students who were exposed to the WebCT online learning environment, had positive attitudes toward WebCT and in turn had better learning and understanding of the course material.  Use of IT brings about more positive attitudes and hence greater confidence in the users

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