The research aims to identify the Attitudes of faculty members at Saudi Universities towards using E-learning Management System JUSUR, which follows the National Center for E-learning. A descriptive analysis was used as a research methodology. (90) participants in this research were asked to complete a 5-point Likert scale questionnaire, which consists of (34) items, classified in three main categories, and (2) items as probe statements. Validity and reliability of the questionnaire were ensured. Statistical treatments such as percentages, means, frequencies, and analysis of variance ANOVA were conducted. The results showed a positive Attitudes of the members of the faculty at Saudi University towards E-learning management system JUSUR, although it has not activated in a sufficient way yet, the results showed how their needs for training in using the system and in particular learning content management and file sharing, forums, and Questions Bank. Moreover, results showed no difference in attitudes towards using the system among the faculty members regarding gender or the types of colleges humanitarian, scientific and health. The paper has 9 tables, 9 shapes, and 20 references.
http://www.tojet.net/articles/v10i2/1025.pdf
Ubiquitous learning allows students to learn at any time and any place. This educational activity is possible to be performed by various types of students and to operate on various devices, networks and environments, where the system understands the study pattern and behaviour of the students. Adaptivity plays an important role in Ubiquitous learning, aiming at providing students with adaptive and
personalized learning material and information at the right place and the right time. Student's history logs
is automatically created and maintained by the student history database that maintains student's history of subject content requested. This offers information on student's hardware capabilities, students preferences,
knowledge level and student status. This information can be utilized to respond to new student's request with subject content created from previous similar request. A Ubiquitous learning student model aims to identify students needs, characteristics and situations. We use C-IOB (Context-Information, Observation
and Belief) model to process the context of the student, formulate the observation and use the observations
to generate beliefs. The belief generated by C-IOB model is based on adaptation decision and subject analysis from student history database, which are able to detect the real-world learning status of students.
Designed method has been illustrated for students with divergent knowledge levels, by considering complete course material of a subject, Communication Protocols offered at graduate level.
Neural Network Model for Predicting Students' Achievement in Blended Courses ...ijaia
Educator’s knowledge about the likely students’ achievement in blended courses prior to sitting for
examinations provides room for early intervention on students’ learning process, especially to those at risk.
Unfortunately, Leaning Management Systems (LMSs), Moodle in particular lacks an environment to assist
educators access such knowledge from time to time before undertaking their examinations. This raised the
need to propose a model, of which from time to time would be providing the likely students’ achievement
based on activities in Moodle and previous achievement, taking a case of postgraduate programmes at the
University of Dar es Salaam.
This study applied artificial neural networks in building a prediction model. Simulations were conducted in
Matrix Laboratory (MATLAB) utilizing seventy eight instances (78) of students’ logs of three blended
courses extracted from Moodle for 2013/2014 and 2014/2015 academic years.
Mean Square Error (MSE) and Coefficient of Determination (R
2
) performance metrics were used to find
the best prediction model considering ten possible models. The study revealed a model with architecture of
4:10:1 trained with Bayesian Regularization (BR) to be the best model resulting to least MSE of 0.0170 and
high R
2
of 0.93 on training. During testing, the model successfully predicted 78% of the students’
achievement with risk and pass status.
Ubiquitous learning allows students to learn at any time and any place. This educational activity is possible to be performed by various types of students and to operate on various devices, networks and environments, where the system understands the study pattern and behaviour of the students. Adaptivity plays an important role in Ubiquitous learning, aiming at providing students with adaptive and
personalized learning material and information at the right place and the right time. Student's history logs
is automatically created and maintained by the student history database that maintains student's history of subject content requested. This offers information on student's hardware capabilities, students preferences,
knowledge level and student status. This information can be utilized to respond to new student's request with subject content created from previous similar request. A Ubiquitous learning student model aims to identify students needs, characteristics and situations. We use C-IOB (Context-Information, Observation
and Belief) model to process the context of the student, formulate the observation and use the observations
to generate beliefs. The belief generated by C-IOB model is based on adaptation decision and subject analysis from student history database, which are able to detect the real-world learning status of students.
Designed method has been illustrated for students with divergent knowledge levels, by considering complete course material of a subject, Communication Protocols offered at graduate level.
Neural Network Model for Predicting Students' Achievement in Blended Courses ...ijaia
Educator’s knowledge about the likely students’ achievement in blended courses prior to sitting for
examinations provides room for early intervention on students’ learning process, especially to those at risk.
Unfortunately, Leaning Management Systems (LMSs), Moodle in particular lacks an environment to assist
educators access such knowledge from time to time before undertaking their examinations. This raised the
need to propose a model, of which from time to time would be providing the likely students’ achievement
based on activities in Moodle and previous achievement, taking a case of postgraduate programmes at the
University of Dar es Salaam.
This study applied artificial neural networks in building a prediction model. Simulations were conducted in
Matrix Laboratory (MATLAB) utilizing seventy eight instances (78) of students’ logs of three blended
courses extracted from Moodle for 2013/2014 and 2014/2015 academic years.
Mean Square Error (MSE) and Coefficient of Determination (R
2
) performance metrics were used to find
the best prediction model considering ten possible models. The study revealed a model with architecture of
4:10:1 trained with Bayesian Regularization (BR) to be the best model resulting to least MSE of 0.0170 and
high R
2
of 0.93 on training. During testing, the model successfully predicted 78% of the students’
achievement with risk and pass status.
Learner Model's Utilization in the e-Learning Environments
Vija VAGALE and Laila NIEDRITE
Faculty of Computing, University of Latvia, Raina boulv. 19, Riga, Latvia
Abstract. In the field of personalized systems big role is granted to the adaptive elearning environments. The task of these systems is very important and complicated. With their participation the learner gains exactly the knowledge he
needs most, and the system adapts to user needs, expectations and his individual features. In this kind of systems information about learner is saved in the learner model also known as the user model and student model. For the system to be able to perceive and analyze user activities correctly, is necessary to define what kind of information about the learner has to be saved. The article gives an overview about already existing learner models, their utilization methods and also it offers their comparison according to various criteria.
Using Ontology in Electronic Evaluation for Personalization of eLearning Systemsinfopapers
I. Pah, F. Stoica, L. F. Cacovean, E. M. Popa, Using Ontology in Electronic Evaluation for Personalization of eLearning Systems, Proceedings of the 8th WSEAS International Conference on APPLIED INFORMATICS and COMMUNICATIONS (AIC’08), Rhodes, Greece, August 20-22, ISSN: 1790-5109, ISBN: 978-960-6766-94-7, pp. 332-337, 2008
Understanding the role of individual learner in adaptive and personalized e-l...journalBEEI
Dynamic learning environment has emerged as a powerful platform in a modern e-learning system. The learning situation that constantly changing has forced the learning platform to adapt and personalize its learning resources for students. Evidence suggested that adaptation and personalization of e-learning systems (APLS) can be achieved by utilizing learner modeling, domain modeling, and instructional modeling. In the literature of APLS, questions have been raised about the role of individual characteristics that are relevant for adaptation. With several options, a new problem has been raised where the attributes of students in APLS often overlap and are not related between studies. Therefore, this study proposed a list of learner model attributes in dynamic learning to support adaptation and personalization. The study was conducted by exploring concepts from the literature selected based on the best criteria. Then, we described the results of important concepts in student modeling and provided definitions and examples of data values that researchers have used. Besides, we also discussed the implementation of the selected learner model in providing adaptation in dynamic learning.
E 5 development-of_a_data_management_system_for_studEdress Oryakhail
Abstract
With the advances of information technology nowadays, it is more than appropriate for an educational
institution to make use of the existing technology to ease the process of managing students’ data and grades.
One of the applications needed by the Information Systems department is a data management system for
student’s final year projects that can manage their grades and generate full reports.
This system will be developed as a web-based system, with access limited only to the university's local network.
To design this new system, analyses of the current final year project procedure, data and grade management will
be conducted. The results of the analyses will form the foundation of the design and development of a database
management system – the core support of the data management system. The interface of the system will be
designed and built on the principles of usability.
It is aimed that both the department's administration and the Head of Department can benefit from using this
system to input, manage and view students' final year projects and the respective grades.
ADAPTIVE LEARNING MANAGEMENT SYSTEM USING SEMANTIC WEB TECHNOLOGIESijsc
Ontologies and semantic web services are the basics of next generation semantic web. This upcoming
technologies are useful in many fields such as bioinformatics, business collaboration, Data integration and
etc. E-learning is also the field in which semantic web technologies can be used to provide dynamism in
learning methodologies. E-learning includes set of tasks which may be instructional design, content
development, authoring, delivery, assessment, feedback and etc. that can be sequenced and composed as
workflow. Web based Learning Management Systems should concentrate on how to satisfy the e-learners
requirements. In this paper we have suggested the theoretical framework ALMS-Adaptive Learning
management System which focuses on three aspects 1) Extracting the knowledge from the use's interaction,
behaviour and actions and translate them into semantics which are represented as Ontologies 2) Find the
Learner style from the knowledge base and 3)deriving and composing the workflow depending upon the
learner style. The intelligent agents are used in each module of the framework to perform reasoning and
finally the personalized workflow for the e-learner has been recommended.
Training Informatics Teachers in Managing ICT Facilities in SchoolsChrysanthi Tziortzioti
In this paper we describe and analyse the results of a training project for 3.200 informatics teachers in Greece. The purpose of the project was to provide new knowledge on ICT to informatics teachers, to help them keep abreast of rapid technological evolution and to enhance their ability to manage school ICT facilities. The training methodology was based on a blended learning approach combining traditional classroom-based approaches with ICT-supported distance learning methods. It included workshops, seminars, in-school practical training, online support and synchronous tele-training. Based on data gathered during and after the training process, a study was conducted in order to assess the overall impact of the project. The investigation focused primarily on identifying teachers’ perceptions about each one of the different components of the blended learning methodology and on assessing the level of satisfaction from their participation in the training courses.
Big data integration for transition from e-learning to smart learning framework eraser Juan José Calderón
Big data integration for transition from e-learning to smart learning framework . Dr. Prakash Kumar Udupi Mr. Puttaswamy Malali Mr. Herald Noronha Department of Computing Department of Computing Department of Computing Middle East College Middle East College Middle East College .
Design and Implementation Multimedia Learning Success for Vocational Schools IJECEIAES
This research aims to design a web-based multimedia applications, interactive learning, in order to improve the learning outcomes of students, especially students of Vocational High School. Multimedia Learning has been designed with some additional content in the form of applications: decision support system for multimedia usage based on Model of Multimedia Learning Success. The population obtained from respondents vocational school in Central Java, which is already implementing multimedia learning. The method used is qualitative analysis in the form of: the development of multimedia learning integrated with decision support systems. Design and implementation of multimedia learning success system that is abbreviated "Sikemuning". Sikemuning can be used to measure or provide guidance for teachers in the use of multimedia. Interviews with several respondents teachers from vocational schools in Central Java showed that: the system success multimedia learning developed in this study can be used as feedback to assess the success and effectiveness of the implementation of learning activities, multimedia learning can improve the performance and intelligence of vocational school students.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Learner Model's Utilization in the e-Learning Environments
Vija VAGALE and Laila NIEDRITE
Faculty of Computing, University of Latvia, Raina boulv. 19, Riga, Latvia
Abstract. In the field of personalized systems big role is granted to the adaptive elearning environments. The task of these systems is very important and complicated. With their participation the learner gains exactly the knowledge he
needs most, and the system adapts to user needs, expectations and his individual features. In this kind of systems information about learner is saved in the learner model also known as the user model and student model. For the system to be able to perceive and analyze user activities correctly, is necessary to define what kind of information about the learner has to be saved. The article gives an overview about already existing learner models, their utilization methods and also it offers their comparison according to various criteria.
Using Ontology in Electronic Evaluation for Personalization of eLearning Systemsinfopapers
I. Pah, F. Stoica, L. F. Cacovean, E. M. Popa, Using Ontology in Electronic Evaluation for Personalization of eLearning Systems, Proceedings of the 8th WSEAS International Conference on APPLIED INFORMATICS and COMMUNICATIONS (AIC’08), Rhodes, Greece, August 20-22, ISSN: 1790-5109, ISBN: 978-960-6766-94-7, pp. 332-337, 2008
Understanding the role of individual learner in adaptive and personalized e-l...journalBEEI
Dynamic learning environment has emerged as a powerful platform in a modern e-learning system. The learning situation that constantly changing has forced the learning platform to adapt and personalize its learning resources for students. Evidence suggested that adaptation and personalization of e-learning systems (APLS) can be achieved by utilizing learner modeling, domain modeling, and instructional modeling. In the literature of APLS, questions have been raised about the role of individual characteristics that are relevant for adaptation. With several options, a new problem has been raised where the attributes of students in APLS often overlap and are not related between studies. Therefore, this study proposed a list of learner model attributes in dynamic learning to support adaptation and personalization. The study was conducted by exploring concepts from the literature selected based on the best criteria. Then, we described the results of important concepts in student modeling and provided definitions and examples of data values that researchers have used. Besides, we also discussed the implementation of the selected learner model in providing adaptation in dynamic learning.
E 5 development-of_a_data_management_system_for_studEdress Oryakhail
Abstract
With the advances of information technology nowadays, it is more than appropriate for an educational
institution to make use of the existing technology to ease the process of managing students’ data and grades.
One of the applications needed by the Information Systems department is a data management system for
student’s final year projects that can manage their grades and generate full reports.
This system will be developed as a web-based system, with access limited only to the university's local network.
To design this new system, analyses of the current final year project procedure, data and grade management will
be conducted. The results of the analyses will form the foundation of the design and development of a database
management system – the core support of the data management system. The interface of the system will be
designed and built on the principles of usability.
It is aimed that both the department's administration and the Head of Department can benefit from using this
system to input, manage and view students' final year projects and the respective grades.
ADAPTIVE LEARNING MANAGEMENT SYSTEM USING SEMANTIC WEB TECHNOLOGIESijsc
Ontologies and semantic web services are the basics of next generation semantic web. This upcoming
technologies are useful in many fields such as bioinformatics, business collaboration, Data integration and
etc. E-learning is also the field in which semantic web technologies can be used to provide dynamism in
learning methodologies. E-learning includes set of tasks which may be instructional design, content
development, authoring, delivery, assessment, feedback and etc. that can be sequenced and composed as
workflow. Web based Learning Management Systems should concentrate on how to satisfy the e-learners
requirements. In this paper we have suggested the theoretical framework ALMS-Adaptive Learning
management System which focuses on three aspects 1) Extracting the knowledge from the use's interaction,
behaviour and actions and translate them into semantics which are represented as Ontologies 2) Find the
Learner style from the knowledge base and 3)deriving and composing the workflow depending upon the
learner style. The intelligent agents are used in each module of the framework to perform reasoning and
finally the personalized workflow for the e-learner has been recommended.
Training Informatics Teachers in Managing ICT Facilities in SchoolsChrysanthi Tziortzioti
In this paper we describe and analyse the results of a training project for 3.200 informatics teachers in Greece. The purpose of the project was to provide new knowledge on ICT to informatics teachers, to help them keep abreast of rapid technological evolution and to enhance their ability to manage school ICT facilities. The training methodology was based on a blended learning approach combining traditional classroom-based approaches with ICT-supported distance learning methods. It included workshops, seminars, in-school practical training, online support and synchronous tele-training. Based on data gathered during and after the training process, a study was conducted in order to assess the overall impact of the project. The investigation focused primarily on identifying teachers’ perceptions about each one of the different components of the blended learning methodology and on assessing the level of satisfaction from their participation in the training courses.
Big data integration for transition from e-learning to smart learning framework eraser Juan José Calderón
Big data integration for transition from e-learning to smart learning framework . Dr. Prakash Kumar Udupi Mr. Puttaswamy Malali Mr. Herald Noronha Department of Computing Department of Computing Department of Computing Middle East College Middle East College Middle East College .
Design and Implementation Multimedia Learning Success for Vocational Schools IJECEIAES
This research aims to design a web-based multimedia applications, interactive learning, in order to improve the learning outcomes of students, especially students of Vocational High School. Multimedia Learning has been designed with some additional content in the form of applications: decision support system for multimedia usage based on Model of Multimedia Learning Success. The population obtained from respondents vocational school in Central Java, which is already implementing multimedia learning. The method used is qualitative analysis in the form of: the development of multimedia learning integrated with decision support systems. Design and implementation of multimedia learning success system that is abbreviated "Sikemuning". Sikemuning can be used to measure or provide guidance for teachers in the use of multimedia. Interviews with several respondents teachers from vocational schools in Central Java showed that: the system success multimedia learning developed in this study can be used as feedback to assess the success and effectiveness of the implementation of learning activities, multimedia learning can improve the performance and intelligence of vocational school students.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
التدريس الفعال في تعليم الموهوبين: من خلال مدخل المدرسة المتكاملةHisham Hussein
هذه ترجمة مأذون بها لكتاب:
Wendy Robinson and Jim Campbell: Effective Teaching In Gifted Education : Using a whole school approach, Routledge, 270 Madison Avenue, New York, NY 10016, 2010, ISBN 0-203-85506-X : 371.95’6 ,
وقد نشره مركز الترجمة بجامعة الملك سعود بالرياض، المملكة العربية السعودية.
USING BLENDED LEARNING IN DEVELOPING STUDENT TEACHERS TEACHI…Hisham Hussein
The research aims to determine the effectiveness of using blended learning Approach in developing student teachers teaching skills, and defining teaching skills that confront students of teachers college at King Saud University need it. The research uses the Quasi- Experimental approach, with four experimental groups (Mathematics (21) – Science (15) – computer (20) – Quran (15)). The research is limited to the students of practical course in the second term of (2010/2011) academic year. Additionally, it investigates teaching skills that are not excelled by student teachers. The research uses observation skill card for teaching skills with pre-post applied, while preparing and implementing a suggested proposal for developing skills of teaching implementation of student teachers, Results of statistical treatment indicated that there were significant differences between means of pre-post treatment in Experimental groups in favor of post treatment. As Students thought, these results indicated that Blended Learning helped them to improve their Teaching skills. More details of the results are discussed in the study.
تدريس الاستدلال الرياضي في المرحلة الثانويةHisham Hussein
هذا تعريب لكتاب
Karin Brodie :
Teaching Mathematical Reasoning in Secondary School Classrooms”"
2010@ Springer
يستعرض هذا الكتاب أحد أهم الموضوعات في تعليم وتعلم الرياضيات، ألا وهو تدريس الاستدلال الرياضي، وتكمن أهمية هذا الكتاب في اتجاهه مباشرة إلى الاستدلال الرياضي كجزء من البنية الرياضية، وهو من الموضوعات الحيوية في تعليم وتعلم الرياضيات، ورغم هذه الأهمية إلا أنه لطالما ندر تناوله في أدبيات تعليم وتعلم الرياضيات باللغة العربية. ومن المثير في هذا الكتاب أنه يؤكد على مشاركة المتعلم وتفاعله في عملية الاستدلال الرياضي بدون النظر للرياضيات كغابة مفزعة من الرموز والارقام والحقائق في مناهج ومقررات للحفظ والاستظهار وليس للفهم. وبهذا الشكل يمكن أن نبتعد عن حالة الصمت الشائعة في فصول الرياضيات إلى المشاركة الايجابية بين المعلم والمتعلم، ونوجد جيل جديد من متعلمي الرياضيات يحبها ويتفاعل معها ولا يحرم من التعلم والاستفادة من الرياضيات الحقيقية الممتعة.
من هنا كانت المحاولة لتعريب هذا الكتاب المهم:
Teaching Mathematical Reasoning in Secondary School Classrooms”"
" لمؤلفته كارين بوردي " Karin Brodie" أستاذ تعليم الرياضيات المشارك ونائب عميد كلية الدراسات العليا التربوية بجامعة Witwatersrand بجوهانسبرج بجنوب أفريقيا، وهي قد حصلت على الدكتوراة في تعليم الرياضيات عام 2004 من أهم الجامعات الأمريكية Stanford University، والكتاب صدر حديثاً في العام 2010 عن إحدى كبريات دور النشر العالمية " Springer".
يقع الكتاب الأصلي في (225) صفحة ويتضمن اثني عشر فصلاً موزعة على ثلاثة أجزاء
Redefining Income Protection In The 21st Century June 2011Francois Tranter
When it comes to retirement 67 is the new 55! A fundamental shift is underway. Life expectancy is rising and as a result countries everywhere are raising the retirement age. A new life stage is emerging between midlife and retirement. In this new era conventional solutions will fall short. A new mindset to income protection is required.
SAUDI SECONDARY SCHOOL TEACHERS ATTITUDES' TOWARDS USING INTERACTIVE WHITEBOA...Hisham Hussein
The research aims at investigating the Saudi Secondary school Teachers' Attitudes towards using Interactive Whiteboard in the classrooms. The research uses the Quasi- Experimental approach, with one group (100) teachers, and limited to the Secondary school Teachers that enrolled in the first semester of (2011/2012) academic year. The research uses Interactive Whiteboard Attitude Survey, observation skill card for using Interactive Whiteboard in the classrooms and structured interviews with students. The results indicated that there were appositive attitude towards using Interactive Whiteboard. But a few number of teachers used effectively the Interactive Whiteboard effectively in the classrooms. These results indicated that the teachers need a professional development program for effective using of Interactive Whiteboard effectively to help them in improving their Teaching skills and the students learning. More details of the results are discussed in the study.
EFFECTIVENESS OF INSTRUCTIONAL DESIGN MODEL (ISMAN - 2011) IN DEVELOPING THE...Hisham Hussein
The new instructional design model (Isman - 2011) aims at planing, developing, implementing, evaluating, and
organizing full learning activities effectively to ensure competent performance by students. The theoretical
foundation of this model comes from behaviorism, cognitivism and constructivism views. And it’s based on
active learning. During teaching and learning activities, learner is active and uses cognitive learning to construct
new knowledge. To construct new knowledge, educational technology materials are used. These materials are
connected with goals and objectives. This study examines the effectiveness of the instructional design model
(Isman - 2011) in developing the students teaching skills (Planning Teaching Domain) by redesign “General
teaching methods course – curr 233-“, which taught to the sixth level students at teachers' college, King Saud
University. The sample of the study consisted of 80 students that enrolled in the second semester 2010/2011,
they were divided into two groups of 40 students each, (an experimental group and a control group). The result
comes by administered pre- post teaching skills test to find out the model has strong effectiveness in achieving
the research aims especially in developing the student teaching skills.
Keywords: instructional design, teaching skills, Isman 2011 instructional design model.
التنمية المهنية عبر الانترنت: أداة لتطوير الأداء التدريسي للمعلمHisham Hussein
كتاب التنمية المهنية عبر الانترنت: أداة لتطوير الأداء التدريسي للمعلم، يناقش أهمية التنمية المهنية وضرورة الاعتماد على الانترنت كأحد أدواتها لتطوير أداء المعلم
Taller COSEPA_Prevención Cuaternaria y Seguridad del Paciente_MPizzanelli_5oc...Miguel Pizzanelli
Taller en Fondo Nacional de Recursos para COSEPAS. Enfoque de seguridad y calidad centrado en la Prevención Cuaternaria. Docente a cargo Miguel Pizzanelli.
Referencias bibliográficas
1/ https://www.rbmfc.org.br/rbmfc/article/view/1021/705
Santana M del CG, Gavilán-Moral E, Villafaina-Barroso A, Gracia LJ. Prescripción prudente y deprescripción de fármacos como herramientas para la prevención cuaternaria. Rev Bras Med Fam Comunidade [Internet]. 2015 Jun 24 [citado 28 de setiembre 2016];10(35):1–8. Disponible en: https://www.rbmfc.org.br/rbmfc/article/view/1021
2/ https://www.rbmfc.org.br/rbmfc/article/view/852
Pizzanelli Báez EM. Principios Éticos y Prevención Cuaternaria: ¿es posible no proteger el ejercicio del principio de autonomía? Rev Bras Med Fam Comunidade. 2014;9(31):169-73. Disponible en: http://dx.doi.org/10.5712/rbmfc9(31)852
Design a personalized e-learning system based on item response theory and art...eraser Juan José Calderón
Design a personalized e-learning system based on item response theory and artificial neural network approach
Ahmad Baylari, Gh.A. Montazer *
IT Engineering Department, School of Engineering, Tarbiat Modares University, Tehran, Iran
Design a personalized e-learning system based on item response theory and art...eraser Juan José Calderón
Design a personalized e-learning system based on item response theory and artificial neural network approach. Ahmad Baylari, Gh.A. Montazer*IT Engineering Department, School of Engineering, Tarbiat Modares University, Tehran, Iran
In the current digital era, education system has witness tremendous growth in data storage and efficient retrieval. Many Institutes have very huge databases which may be of terabytes of knowledge and information. The complexity of the data is an important issue as educational data consists of structural as well as non-structural type which includes various text editors like node pad, word, PDF files, images, video, etc. The problem lies in proper storage and correct retrieval of this information. Different types of learning platform like Moodle have implemented to integrate the requirement of educators, administrators and learner. Although this type of platforms are indeed a great support of educators, still mining of the large data is required to uncover various interesting patterns and facts for decision making process for the benefits of the students. In this research work, different data mining classification models are applied to analyse and predict students’ feedback based on their Moodle usage data. The models described in this paper surely assist the educators, decision maker, mentors to early engage with the issues as address by students. In this research, real data from a semester has been experimented and evaluated. To achieve the better classification models, discretization and weight adjustment techniques have also been applied as part of the pre – processing steps. Finally, we conclude that for efficient decision making with the student’s feedback the classifier model must be appropriate in terms of accuracy and other important evaluation measures. Our experiments also shows that by using weight adjustment techniques like information gain and support vector machines improves the performance of classification models.
In the current digital era, education system has witness tremendous growth in data storage and efficient retrieval. Many Institutes have very huge databases which may be of terabytes of knowledge and information. The complexity of the data is an important issue as educational data consists of structural as well as non-structural type which includes various text editors like node pad, word, PDF files, images, video, etc. The problem lies in proper storage and correct retrieval of this information. Different types of learning platform like Moodle have implemented to integrate the requirement of educators, administrators and learner. Although this type of platforms are indeed a great support of educators, still mining of the large data is required to uncover various interesting patterns and facts for decision making process for the
benefits of the students.
A Survey on E-Learning System with Data MiningIIRindia
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ATTITUDES OF SAUDI UNIVERSITIES FACULTY MEMBERS TOWARDS USING LEARNING MANAGEMENT SYSTEM (JUSUR)
1. TOJET: The Turkish Online Journal of Educational Technology – April 2011, volume 10 Issue 2
ATTITUDES OF SAUDI UNIVERSITIES FACULTY MEMBERS TOWARDS USING
LEARNING MANAGEMENT SYSTEM (JUSUR)
Hisham Barakat HUSSEIN
Assistant Professor of Mathematics Education
Curriculum and Instruction Department, Teachers College - King Saud University
Hbisher@hotmail.com , Hbisher@ksu.edu.sa
ABSTRACT
The research aims to identify the Attitudes of faculty members at Saudi Universities towards using E-learning
Management System JUSUR, which follows the National Center for E-learning. A descriptive analysis was
used as a research methodology. (90) participants in this research were asked to complete a 5-point Likert scale
questionnaire, which consists of (34) items, classified in three main categories, and (2) items as probe
statements. Validity and reliability of the questionnaire were ensured. Statistical treatments such as percentages,
means, frequencies, and analysis of variance ANOVA were conducted. The results showed a positive Attitudes
of the members of the faculty at Saudi University towards E-learning management system JUSUR, although it
has not activated in a sufficient way yet, the results showed how their needs for training in using the system and
in particular learning content management and file sharing, forums, and Questions Bank. Moreover, results
showed no difference in attitudes towards using the system among the faculty members regarding gender or the
types of colleges humanitarian, scientific and health. The paper has 9 tables, 9 shapes, and 20 references.
Key Words: E-learning, Learning management system (LMS), JUSUR, Faculty Members, Attitudes, Saudi
universities.
1. INTRODUCTION
The E-learning is an important development taking advantage of computer technologies and software,
communications and information, to be employed in the process of teaching and learning, where it has become
one of the alternatives in the dissemination of education and activating the training, whether direct or indirect,
overcoming the obstacles of space and time and risk, and provided for the teacher's experiences effectively,
enriched the learning and development teaching, and has become a Modern teaching method, employing modern
communication mechanisms; to support the educational process, enrich and improve the quality.
The E-learning should not only seen as a set of courses made on the websites, but it is rather a set of teaching
and learning management processes, and thus the E-learning is based on computerized systems to manage
learning processes, known as Learning Management System (LMS). Software designed to help management of
all learning activities in educational institutions, implementation, and evaluation.
( Http://www.elc.edu.sa/jusur/jusur_advanced.php).
The daily development in knowledge and technology requires searching for a new formulation of the teaching
and learning processes contributing to keep a pace with educational institutions for innovation in technology, in
order to use these technologies efficiently and effectively. Faculty members should make the best use of the
latest available technology and to stay informed about the latest developments, and transfer what they have
learned to new generations of students.
(Altun, A., Gulbahar, Y., Madran, O, 2008, p138 ).
Using technologies in delivering higher education courses represents a real challenge for faculty members to
examine their culture of teaching (Travis & Price, 2005). As they should examine the effect of using this
technology in all teaching processes and aspects (such as organizing course content, delivery of courses and
delivery, evaluation ). Literature refers to the importance of learning environments comparing online learning
environment and direct face to face one. (Fortune, et al., 2006); (Mooteram, 2006); (Anagnostopoulos, et al.,
2005); (Joint, 2005); (Sauers & Walker, 2004), (Renée N. Jefferson, Liz W. Arnold, 2009).
With the development of the E-learning systems, the LMS have become reliable means in teaching and training,
in the university or elsewhere, and are used in most universities around the world systems for managing E-
learning, whether open source (Moodle), (Dokeos) or closed source, such as (Blackboard), (ATutor). Many
Studies indicate that 90% of American universities offer programs through Learning Management Systems
( Jones, James G. ; Morales, Cesareo ; Knezek, Gerald A. , 2005, P219).
The LMS is an important tool for the development of curriculum design and management of students’ learning
and their motivation to learn (Özdamlı, Fezile, 2007, p1). Besides, teaching through the LMS achieves
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2. TOJET: The Turkish Online Journal of Educational Technology – April 2011, volume 10 Issue 2
effectiveness in the development of teaching practices and student learning development (Santos, Olga C.;
Boticario, jesus G., 2007, p1).
The LMS is also useful in the development of student assessment. (Riad , A. & El-Ghareeb H., 2008, p200). The
LMS can manage all teaching and learning processes of registration, scheduling; checking availability of
content, tracking the performance of the learner and issuing reports about it, facilitating communication among
teachers and learners, through chats, discussion forums, E-mail, and post Files as well as assessment tests and
questionnaires.
The LMS allows delivery of scientific material and keeps track of learning and testing, communication and
registration processes and study schedules (Cavus, nadire, 2009, p248). So, it is seen as an integrated system for
the management of the educational process, in whole or in part, via the Internet, and includes management
courses and communication synchronous and asynchronous tools simultaneously, and manages tests,
assignments and registration in courses and follow-up to the student.
Teaching through the LMS helps to achieve effectiveness in the development of both teaching practices and
students’ learning. (Santos, Olga C., Boticairo, Jesus G, 2007, pp1-2). Using E-learning environment leads to
great benefits in integration, interaction and feedback, affecting positively the attitudes of learners in E-learning
environment than in normal learning environment. ( Jones, James G. ; Morales, Cesareo ; Knezek, Gerald A. ,
2005, P219)
Using the LMS also affects positively the attitudes of the faculty members towards special-need students, the
knowledge extent of faculty members about these students and the methods of dealing with them through a
variety of teaching strategies. (.Pollock, Wayne M, 2009, p4)
The reports of (Ohio Learning Network Task force on the future of E-learning) indicate that learners are the
main component of developing both teaching and learning through LMSs as they participate in taking
responsibility for their learning, varying their creativity continuously; learning occurs in various times and in
different behavioral, cognitive, and emotional aspects, and evaluation is done according to the real performance,
and the teacher’s role is limited in guidance and counseling without indoctrination, whereas technology plays an
active role in the delivery of courses. (Ereny,Tom, 2004).
The LMS consists of two main components, the first is Learning Management System (LMS) and the second is
Content Management System (LCMS). Where Learning Management System is shown
in (Cavus, nadire, 2009) as in the following shape:
Fig (1) describes the structure of the Lerning Management System
(Cavus, nadire, 2009, p249)
Content Management System: A Content Management System (CMS) : Lurie (2002) refers to it as: The
integration of three different concepts: content, processes, software and technology. The content includes texts,
drawings, fixed drawings, animated images, sounds and videos, and media, arranged to become a flexible
learning environment to be run by the user. Processes are defined as a range of activities with inputs and outputs
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3. TOJET: The Turkish Online Journal of Educational Technology – April 2011, volume 10 Issue 2
that allow the user to upload files, publish and share, and need software and technology to perform content
control operations across the Internet.
(Altun, A., Gulbahar, Y., Madran, O, 2008) presents map Summarizes the content management system as
follows:
Fig (2)
Map work content management system
(Altun, A., Gulbahar, Y., Madran, O, 2008, p139)
When selecting a specific system to be used in any institution as a LMS, there are certain procedures for this
process including (Cavus, nadire, 2010):
-Selection and identification of user’s needs
- Choosing a range of products required by the user and fulfill his requirements
- Assessing the advantages and disadvantages of each product
- Sorting products in terms of advantages and disadvantages
- Determining the results and selecting the best suitable option for a user’s needs.
The following shape represents this system:
Fig (3)
Illustrates the procedures for selecting the Learning Management System
(Cavus, nadire, 2010, p251)
The Saudi universities keep a pace with developments in the field of the LMS; as most of them have used LMS,
whether open source or closed. For overcoming the diversity of these systems and addressing the problems of
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4. TOJET: The Turkish Online Journal of Educational Technology – April 2011, volume 10 Issue 2
development and technical support, the Ministry of Higher Education through the National Centre for E-learning
and Distance Education in investigating of reality as well as international experiences. As a result, a national
system for the management of E-learning called "JUSUR" has been established, in cooperation with international
experts , avoiding the most common defects and problems in LMSs.
The National Center for E-learning and Distance Education has started training of Saudi universities faculty
members to use the system and how to activate it in university teaching in Saudi universities. The number of
courses offered by most Saudi universities on the system has reached (2336) courses in the first semester of the
academic year 2009/2010.
1.1 Advantages of the JUSUR system:
JUSUR System is an integrated software system responsible for managing the E-learning process, including:
• Registration: inserting and managing of students’ data.
• Scheduling: Scheduling of the courses, and developing plans to teach them.
• Delivering: Making content available to the students.
• Tracking: Following-up students’ performance and producing reports.
• Communicating : facilitating communication among students through chats, discussion forums, mail,
and post Files.
• Testing: conducting students’ tests and dealing with their assessment.
Learner can, through their own page in JUSUR, access their grades and assignments. On the other hand, a
teacher can build Tests and presenting them to students, and keeping degrees automatically in special tables, in
addition to a number of other features and services the learner, the teacher, and management.
JUSUR System also includes Learning Content Management System (LCMS), the environment in which they
can manage the stores of Learning Units / Learning Objects Learning Object Repository; and using them to
develop educational materials. These systems have research capabilities that give developers the chance to
search, access texts and media quickly for building learning content.
2. PREVIOUS STUDIES
Renée N. Jefferson, and Liz W. Arnold (2009) In his study, investigated the impact of virtual learning on
academic culture, and indicated there is a difference between the perception of faculty members’ facilities and
obstacles in the E-learning environment and normal learning environment for the E-learning environment; as
faculty members who work in learning environments and do not use E-learning believe that virtual education has
significant obstacles and its facilities are very limited.
Altun, A., Gulbahar, Y., Madran, O (2008) investigate perceptions of pre-service teachers about using of a
content management system for blended learning, researchers address stages of implementation and evaluating
management system to be used in the higher education environment. The study aimed to note the interaction of
university students within the system and how their perceptions of using of the system. The research group was
composed of (65) university students volunteered to participate in the experiment; researchers used personal
interviews and a questionnaire. Data was analyzed using metadata statistics; results showed students’ interaction
with using the content management system and that they are eager to using the system in their courses of study.
Cavus, N, Uzunboylu, H, Ibrahim, D (2006) investigates the effectiveness of using learning management
systems and collaborative tools in web-based teaching of programming languages, indicated that using the LMS
is more efficient and effective if it is equipped with a collaborative learning tool. The study also showed the
success of the programming languages courses to achieve its objectives through the LMS and collaborative
learning tool.
3. RESEARCH PROBLEM
Despite the technical capabilities offered by the National Centre for E-learning and Distance Education for
faculty members to activate using JUSUR; it was noted that teaching through the system has not been activated
adequately in most Saudi universities, including King Saud University although it is the most advanced
university in using the system as (1283) course of the total (2336), (55%) of the courses, offered through the
system. This requires identifying the reasons for this in terms of faculty members, and then to identify their
attitudes towards using JUSUR for the management of E-learning and the reason for not activating the system
adequately. The research questions are:
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5. TOJET: The Turkish Online Journal of Educational Technology – April 2011, volume 10 Issue 2
1. What are the attitudes of faculty members in Saudi universities towards using LMS - JUSUR?
2. What are the obstacles to use JUSUR from the viewpoint of faculty members in Saudi universities?
4. RESEARCH PROCEDURES
4. 1. Building the search tool:
Building attitudes scale of faculty members in Saudi universities towards using JUSUR learning Management
System through considering several attitude scales of the E-learning Management Systems, at the Arab and
global levels. Based on reviewing the theoretical framework of research and previous scales, the following scale
axes have been identified:
• The personal view towards E-learning and JUSUR
• The need to use JUSUR
• The need for training on using JUSUR
4. 2. Reliability and Validity of the Scale:
Validity was calculated to the scale through a group of specialists in measurement, evaluation, teaching methods,
curricula, and Educational psychology numbered (15) faculty members. Their amendments requested have been
modified. The scale in its final form is composed of (34) items and in addition two probe statements. Thus, the
scale has (36) items. The responses graded according to five categories (Strongly agree - agree - neutral - refuse -
strongly refuse).
The scale has been applied on an exploratory sample from (20) subjects, to calculate reliability and validity of
the scale. Internal consistency was calculated through the calculation of correlation of each item with the axis to
which it belongs and correlation among axes, the result were as in the following table:
(Table 1) shows the Internal Consistency of the scale in terms of the three axes
Personal View, the Need to Use, the Need for Training
The
The first The third
Spearman's rho Spearman's rho second Spearman's rho
dimension dimension
dimension
v1 Correlation Coefficient .835 (**) v2 Correlation Coefficient .873 (**) v3 Correlation Coefficient .741 (**)
Sig. (2-tailed) .000 Sig. (2-tailed) .000 Sig. (2-tailed) .000
v4 Correlation Coefficient .835 (**) v15 Correlation Coefficient .856 (**) v6 Correlation Coefficient .806 (**)
Sig. (2-tailed) .000 Sig. (2-tailed) .000 Sig. (2-tailed) .000
v5 Correlation Coefficient .816 (**) v18 Correlation Coefficient .821 (**) v9 Correlation Coefficient .799 (**)
Sig. (2-tailed) .000 Sig. (2-tailed) .000 Sig. (2-tailed) .000
v7 Correlation Coefficient -. 362 (*) v19 Correlation Coefficient .756 (**) v12 Correlation Coefficient .362 (*)
Sig. (2-tailed) .022 Sig. (2-tailed) .000 Sig. (2-tailed) .022
v8 Correlation Coefficient .760 (**) v20 Correlation Coefficient .726 (**) v14 Correlation Coefficient .807 (**)
Sig. (2-tailed) .000 Sig. (2-tailed) .000 Sig. (2-tailed) .000
V10 Correlation Coefficient .740 (**) v27 Correlation Coefficient .886 (**) v21 Correlation Coefficient .888 (**)
Sig. (2-tailed) .000 Sig. (2-tailed) .000 Sig. (2-tailed) .000
V11 Correlation Coefficient .799 (**) v30 Correlation Coefficient .713 (**) v22 Correlation Coefficient .877 (**)
Sig. (2-tailed) .000 Sig. (2-tailed) .000 Sig. (2-tailed) .000
V13 Correlation Coefficient .720 (**) v33 Correlation Coefficient .715 (**) v23 Correlation Coefficient .892 (**)
Sig. (2-tailed) .000 Sig. (2-tailed) .000 Sig. (2-tailed) .000
V16 Correlation Coefficient .715 (**) v24 Correlation Coefficient .880 (**)
Sig. (2-tailed) .000 Sig. (2-tailed) .000
V17 Correlation Coefficient .841 (**) v25 Correlation Coefficient .849 (**)
Sig. (2-tailed) .000 Sig. (2-tailed) .000
V26 Correlation Coefficient .870 (**) v28 Correlation Coefficient .860 (**)
Sig. (2-tailed) .000 Sig. (2-tailed) .000
V31 Correlation Coefficient .628 (**) v29 Correlation Coefficient .821 (**)
Sig. (2-tailed) .000 Sig. (2-tailed) .000
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6. TOJET: The Turkish Online Journal of Educational Technology – April 2011, volume 10 Issue 2
V32 Correlation Coefficient .805 (**)
Sig. (2-tailed) .000
V34 Correlation Coefficient .551 (**)
Sig. (2-tailed) .000
** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).
(Table 2) shows the internal consistency of the scale of the axes as a whole
The first The second The third
Spearman's rho
dimension dimension dimension
Correlation Coefficient
The first dimension
Sig. (2-tailed)
Correlation Coefficient .929 (**)
The second dimension
Sig. (2-tailed) .000
Correlation Coefficient .717 (**) .719 (**)
The third dimension
Sig. (2-tailed) .000 .000
Correlation Coefficient .931 (**) .903 (**) .908 (**)
Direction as a whole
Sig. (2-tailed) .000 .000 .000
4. 3. Calculation of Reliability:
Reliability was calculated using Cronbach reliability coefficient; the coefficient was (0.972), it’s an appropriate
reliability coefficient to trust the reliability of the scale for application.
5. RESULTS
5. 1 General Results:
After identifying faculty members using JUSUR by the system management at the National Center for E-
learning and Distance Education, the scale has been prepared electronically and sent to them through a link via
E-mail registered on the system. The completed responses were (94); (4) responses of which were excluded for
not answering the items of scale validity, bringing the final total number of respondents to (90), the following
table showing their distribution:
(Table 3) shows the Distribution of Faculty Research Group according to the University
The Universities Number Percentage
King Saud University 40 44%
Umm Al Qura University 16 18%
Taibah University 16 18%
Qassim University 8 9%
Princess Nora University 6 6.5%
Jazan University 4 4.5%
Total 90 100%
(Table 4) shows the Distribution of Faculty Research Group according to the Colleges Classification
The nature of the colleges Number Percentage
Humanities Faculties 40 45%
Science colleges 38 42%
Medical Colleges 12 13%
From the previous table it is clear that most participants are from the humanities faculties, followed by colleges
of science and at the participants from health colleges.
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5. 1.1. The Distribution of the Research Group according to their scientific ranking is illustrated in the following
table:
(Table 5) shows the Distribution of the Research Group according to scientific ranking
Academic Rank code Number Percent
Professor 1 14 15.5%
Associate Professor 2 10 11.5%
Assistant Professor 3 38 42%
Lecturer 4 16 17.7%
Demonstrator 5 12 13.3%
Total 90 100%
5. 1. 2. Distribution of the research group according to gender:
(Table 6) shows the distribution of the research group according to Gender
Males Female
Number 50 40
Percentage 55% 45%
5. 2. The results of measuring attitudes of faculty members
Where the total scale items are (34), then the final score of any participant is (170) degrees. Statistical
coefficients of the scale were calculated to determine the attitudes of faculty members to use JUSUR; they are
shown in the following table:
Table (7) shows the Attitudes of faculty members
The first axis The second axis The third axis Attitude in general
Average 61.03 33.48 48.48 142.98
Standard deviation 8.541 6.131 11.291 23.563
Variance 72.948 37.589 127.487 555.204
Rang 29 22 43 94
The previous table shows that faculty members revealed positive attitudes towards using JUSUR in general
terms as the average degree of the group in the scale represents (84.1%) of the total scores. At the axes level,
questionnaire results indicated there are positive attitudes of the faculty members towards using JUSUR in the
first axis, representing the highest rate (86.5%), followed by the second axis (83.7%) and finally by the third axis
(81.3%)
5. 2. 1 Differences in Attitudes according to gender:
Table (8) shows the differences in attitudes according to gender
Type Sum of Squares Mean Square F Sig.
Between Groups 67.204 67.204 .919 .344
The first dimension Within Groups 2777.771 73.099
Total 2844.975
Between Groups 85.204 85.204 2.345 .134
The second dimension Within Groups 1380.771 36.336
Total 1465.975
Between Groups .038 .038 .000 .987
The third dimension Within Groups 4971.938 130.840
Total 4971.975
Direction as a whole Between Groups 310.537 310.537 .553 .462
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8. TOJET: The Turkish Online Journal of Educational Technology – April 2011, volume 10 Issue 2
Within Groups 21342.438 561.643
Total 21652.975
The previous table shows that there are no differences at statistical significance level (0.05) due to gender
between males and females.
5. 2. 2. Differences in attitudes according to scientific ranking
Table (9) shows the differences in attitudes according to scientific ranking
Academic Rank Sum of Squares Mean Square F Sig.
Between Groups 720.196 240.065
The first dimension Within Groups 2124.779 59.022 4.067 .014
Total 2844.975
Between Groups 548.003 182.668
The second dimension Within Groups 917.972 25.499 7.164 .001
Total 1465.975
Between Groups 525.352 175.117
The third dimension Within Groups 4446.623 123.517 1.418 .253
Total 4971.975
Between Groups 5339.231 1779.744
Direction as a whole Within Groups 16313.744 453.160 3.927 .016
Total 21652.975
The previous table indicates that there is a statistically significant differences at the level of (0.05) among faculty
members due to their scientific ranking; in the first dimension for professors, associate professors and assistant
professors respectively, as well as in the second dimension and in the attitudes in general.
5. 2. 3. Differences in attitudes according to College Classification
Table No. (10) illustrates the Differences in attitudes according to the college classification
The nature of the College Sum of Squares Mean Square F Sig.
The first dimension Between Groups 175.693 87.847 1.218 .308
Within Groups 2669.282 72.143
Total 2844.975
The second dimension Between Groups 88.304 44.152 1.186 .317
Within Groups 1377.671 37.234
Total 1465.975
The third dimension Between Groups 701.593 350.797 3.039 .060
Within Groups 4270.382 115.416
Total 4971.975
sum Between Groups 2404.995 1202.498 2.312 .113
Within Groups 19247.980 520.216
Total 21652.975
From the above table, it appears that there are no differences of statistical significance level (0.05) in the
attitudes of faculty members towards using JUSUR due to the college classification, whether they are
humanities, scientific or health colleges.
6. DISCUSSION
Based on the results of applying the scale, it is clear that faculty members in Saudi universities have positive
attitudes towards using JUSUR, the E-learning Management System in general and in the three axes: first, the
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9. TOJET: The Turkish Online Journal of Educational Technology – April 2011, volume 10 Issue 2
second and the third, respectively; and that there are differences in the attitudes due to the college classification
type, whether humanities, scientific and health college, where faculty members work or the nature of their work.
The results indicated the existence of statistically significant differences at the level (0.05) in the attitudes
towards using JUSUR due to the scientific ranking for the category of professors, associate professors and
assistant professors in their attitudes in general and in the first and second axes.
These results indicate that the faculty members using JUSUR have sufficient awareness of the importance of the
E-learning and using technology in teaching; which represents a very encouraging sign for the development
among faculty members in the area of using EMS. It is optimistic that the professors were the highest category
having positive attitudes towards using the EMS.
These results are consistent with other studies including: (Fortune, et al., 2006); (Mooteram, 2006);
(Anagnostopoulos, et al., 2005) ; (Joint, 2005) (Renée N. Jefferson, Liz W. Arnold, 2009) (Özdamlı, Fezile,
2007) . (Santos, Olga C.; Boticario, jesus G., 2007); (Riad, A. & El-Ghareeb H., 2008); (Pollock, Wayne M,
2009); (Sauers & Walker,2004) that have indicated the effectiveness of using the LMS in developing the
capabilities and skills of the learners as well as enriching the environment within the learning communities.
Despite these positive attitudes of faculty members, it is noted weakness of activating the system adequately; the
faculty research participants have attributed this for the following reasons:
Physical constraints:
• Infrastructure that does not support E-learning processes within the college;
• The lack of some students to computer sets or/and internet service connection;
• The relatively high cost of Internet connection compared to some other Arab countries;
• The absence of direct technical support to both faculty members and students before and during using
the system.
Personal constraints:
• Concerns of some faculty members and students’ families about technology;
• Community resistance to the E-learning processes considering them a sort of luxury or fun, but not
learning;
• Lack of awareness regarding the bases of using the system;
• Weak awareness of the importance of the system from the side of some department heads and their
refusal to activate it;
• Lack of persuasion of the faculty members regarding the E-learning and considering at as a fashion.
Administrative constraints:
• Lack of adequate support from the Scientific Section
• Strong resistance of some faculty members for any change or development in the academic
departments, feeling threatened regarding their gained positions for the benefits of others with good
knowledge of technology.
7. RECOMMENDATIONS AND PROPOSALS
In the light of results of research and proposals of faculty research group, the researcher recommends the
necessity of activating the EMS in teaching, with special focus on JUSUR for its advantages, through:
• Building the culture of E-learning;
• Building learning objects and units of science and supporting research;
• Building and developing of learning objects Editing Systems;
• Developing and freeing JUSUR of the strict centralization;
• Training all faculty members and students in each semester;
• Freeing JUSUR from the extreme centralization regarding student registration and account
management;
• Requiring students attended a training program on e-learning management systems;
• Developing the efficiency of the computer labs and providing students’ Internet labs;
• Allocating technical support at the same centers to resolve problems directly with students;
• Activating of incentives for faculty members for using the E-learning.
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10. TOJET: The Turkish Online Journal of Educational Technology – April 2011, volume 10 Issue 2
8. THE PROPOSED RESEARCH:
• Effectiveness of teaching through JUSUR in developing students’ skills and attitudes towards learning
and their future professionals.
• Students’ attitudes towards JUSUR.
• Attitudes of faculty members in different universities or in all the universities within the Kingdom as a
whole.
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ACKNOWLEDGEMENTS
The Researcher expresses His deep sincere and thanks to the Deanship of Scientific Research at King Saud
University for funding and supporting this research.
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