6- 2012 Start
 Supports the teaching and learning environment
- Gaining knowledge,
- Improving critical thinking,
- Enhanced learning.
...
Intersection of web application
features that facilitate
participatory information sharing,
interoperability, user-centere...
Is the teacher is ready to deal with? Building
structure and modules fit with that?
Is the learners understanding the ai...
Users has full control (teachers or
learners).
Different aims could be reach.
 People spend lots of time in internet, s...
Defined as a process that brings together
cognitive, emotional, and environmental
influences and experiences for acquiring...
list,
memorize,
recall,
repeat,
classify,
describe,
discuss,
explain,
identify
examine,
experiment,
question
 compare,
con...
 There is alack of scientifically sound of
L.R determining the effectiveness of
elearning tools such as read/write web in...
 To understand the current practices of the
elearning and in particularly read/write web via
blog with learners in higher...
 Questionnaire: Open ended, distributed in two
different period of time aiming to:
Measures the perception and the attitu...
  W
1
W2 W3 W4 W5 W6 W7 W8 W9 W10 W11 W12 W13 W14 W15 W16 W17
Pre questionnaire
(T=26)
 x                              
Pr...
Miles & Huberman (1994) model for thematic analysis approached
 They gave their opinion based on what they
were expecting from the blog not on any
previous conceptions or biases
 Most...
 Interactivity, especially with instructor, i.e. with
content, communication, action, replay and so on.
 Communication a...
Compare between the number of posting and comments per weeks
Mohammed Aljohailan:Identification of learners’ attitudes regarding the implementation of read/write web, blog tools: a ca...
Mohammed Aljohailan:Identification of learners’ attitudes regarding the implementation of read/write web, blog tools: a ca...
Mohammed Aljohailan:Identification of learners’ attitudes regarding the implementation of read/write web, blog tools: a ca...
Mohammed Aljohailan:Identification of learners’ attitudes regarding the implementation of read/write web, blog tools: a ca...
Mohammed Aljohailan:Identification of learners’ attitudes regarding the implementation of read/write web, blog tools: a ca...
Mohammed Aljohailan:Identification of learners’ attitudes regarding the implementation of read/write web, blog tools: a ca...
Mohammed Aljohailan:Identification of learners’ attitudes regarding the implementation of read/write web, blog tools: a ca...
Mohammed Aljohailan:Identification of learners’ attitudes regarding the implementation of read/write web, blog tools: a ca...
Mohammed Aljohailan:Identification of learners’ attitudes regarding the implementation of read/write web, blog tools: a ca...
Mohammed Aljohailan:Identification of learners’ attitudes regarding the implementation of read/write web, blog tools: a ca...
Mohammed Aljohailan:Identification of learners’ attitudes regarding the implementation of read/write web, blog tools: a ca...
Mohammed Aljohailan:Identification of learners’ attitudes regarding the implementation of read/write web, blog tools: a ca...
Mohammed Aljohailan:Identification of learners’ attitudes regarding the implementation of read/write web, blog tools: a ca...
Mohammed Aljohailan:Identification of learners’ attitudes regarding the implementation of read/write web, blog tools: a ca...
Mohammed Aljohailan:Identification of learners’ attitudes regarding the implementation of read/write web, blog tools: a ca...
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Mohammed Aljohailan:Identification of learners’ attitudes regarding the implementation of read/write web, blog tools: a case study in higher education

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Mohammed Aljohailan:Identification of learners’ attitudes regarding the implementation of read/write web, blog tools: a case study in higher education

  1. 1. 6- 2012 Start
  2. 2.  Supports the teaching and learning environment - Gaining knowledge, - Improving critical thinking, - Enhanced learning.  Reach multi purposes such as: - Enhancing sefl-learning. - Developing skills. - Improving communication. - Supporting interactions. Bellevue 2009; Franklin & Harmelen 2007; Hossain & Aydin 2010; Oravec 2002; Mylonas et al. 2004).
  3. 3. Intersection of web application features that facilitate participatory information sharing, interoperability, user-centered design.
  4. 4. Is the teacher is ready to deal with? Building structure and modules fit with that? Is the learners understanding the aim ? What is the benefit? Best integrating or beneficial integration? Don’t know. Do we need it ? And how we can deal with it?
  5. 5. Users has full control (teachers or learners). Different aims could be reach.  People spend lots of time in internet, so why not establish related websites to connect with learning purposes.
  6. 6. Defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views. (Illeris, 2004; Ormrod, 1995). It is also thought of as the way in which information is absorbed, processed, and retained. "Learning Theories" are elaborate hypotheses that describe how exactly this procedure occurs.
  7. 7. list, memorize, recall, repeat, classify, describe, discuss, explain, identify examine, experiment, question  compare, contrast, criticize  argue, defend, judge, select, support, value, evaluate Demonstrate Employ Operate choose assemble, construct, create, design, develop, formulate, write back
  8. 8.  There is alack of scientifically sound of L.R determining the effectiveness of elearning tools such as read/write web in education (Downes, 2005).  Authors, ignorance in terms of adaptation (Alhojailan, 2012; Grosseck,2009)  Authors has to conceders learners’ attitude (Grosseck,2009)
  9. 9.  To understand the current practices of the elearning and in particularly read/write web via blog with learners in higher education.  To investigate and to identify the factors that influences the attitude of read/write web applications in higher education from the viewpoint of learners.  To examine the impact of adoption of blog services on the learners’ attitudes and relationship between their attitudes and factors that influence the utilization
  10. 10.  Questionnaire: Open ended, distributed in two different period of time aiming to: Measures the perception and the attitude for learners; before and after the implementation.  Interviews: Open ended, aimed to: series of interview with few learners during the study.  Observation: Unstructured, will use direct and indirect: Demands deep understanding to support interview information pre/post-questionnaire analysis.
  11. 11.   W 1 W2 W3 W4 W5 W6 W7 W8 W9 W10 W11 W12 W13 W14 W15 W16 W17 Pre questionnaire (T=26)  x                               Pre- interviews (T=14)    x                             second interview (T=1)      x                             Third interview (T=1)          x                         Forth interviews (T=3)              x                     Fifth interview (T1)                    x               Sixth interview (T=1)                          x         Seventh interview (T=1)                             x      post questionnaire (T=28)                                  x Observation  xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Time line for data collection during the empirical work
  12. 12. Miles & Huberman (1994) model for thematic analysis approached
  13. 13.  They gave their opinion based on what they were expecting from the blog not on any previous conceptions or biases  Most of the learners were concerned about the correct way to utilize the blog.  At the end, The learners presented a positive attitude, but in expecting terms.
  14. 14.  Interactivity, especially with instructor, i.e. with content, communication, action, replay and so on.  Communication and the features in second level affected the implementation of blog.  Small issues: original posts, short content, interactive comments,  Most learners wished that blog were regulated by clear rules or [structures] !!
  15. 15. Compare between the number of posting and comments per weeks

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