صفحة العضو

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المنشورات البحثية

الخميس 02/مارس/2023

Students’ Evaluating of Online Learning Quality at Al Baha University and Their Satisfaction with Online Courses

Abdulmajid Alsaadoun

The study aims to explore students’ perceptions of the quality of online courses offered for them at Al-Baha University. The current study mainly explores the quality of online learning courses, students’ satisfaction with online learning courses, and the effect of students’ perceived quality of online learning on their satisfaction with these courses. The quality of online courses was measured based on the following factors: learning outcomes, assessment and measurement, learning resources material, learner interaction, and online course technology. An online survey was used to collect data. Seventy-nine graduate students participated in the study. Findings showed that the overall quality of online education was high, and students were predominantly satisfied with their online courses. Additionally, the study found that gender, learning outcome, learning resources, learner interaction, and online technology were significant predictors of students’ satisfaction. The study includes recommendations for implementing online courses as well as suggestions for future studies.

الخميس 02/مارس/2023

The Impact of Gamification on Students’ Achievement in Online Learning Environments

Abdulmajid Alsaadoun

The implementation of gamification techniques has unquestionably altered educational environments and conventional learning styles by dramatically altering the student and instructor positions. The aim of this study is to investigate the effect of the gamification techniques on students’ academic achievement when applied in online learning environment. A quasi-experimental approach was utilized to determine the impact of gamification on students’ academic achievement. Two 3rd grade mathematics classes consisting of 50 students total were selected, one as the experimental group and the other as the control group. Both groups received online learning via the Microsoft Teams platform. The experimental group received treatment that utilized gamification elements, while the control group did not. A pretest and posttest were given to students in the two groups. Findings revealed that gamification techniques did not affect students’ academic achievement.

الخميس 02/مارس/2023

Perceptions of E-Assessment Among Saudi Arabian Students of Higher Education

Abdulmajid Alsaadoun

The aim of the current research paper is to examine Saudi Arabian university students’ perceptions of electronic assessment (e-assessment) and what variables affected these perceptions. The study followed a descriptive design in which an online questionnaire instrument was used to collect data from the participants, 196 undergraduate students. The results show that most of the students have high positive perceptions of eassessment. Furthermore, the results show that the participants’ gender, level of study, major, and GPA may influence their perceptions of e-assessment. Based on the results, a set of recommendations is presented.

الخميس 02/مارس/2023

The Effect of Employing Electronic Static Infographic Technology on Developing University Students’ Comprehension of Instructional Design Concepts and ICT Literacy

Abdulmajid Alsaadoun

The current study examined the effectiveness of the use of electronic static infographic (information graphic) technology to support university students’ learning, to develop their comprehension of instructional design concepts and to improve their Information and Communication Technology (ICT) literacy. The researcher used an experimental design in which 64 students in an instructional design course in the second semester of the 2019-2020 were randomly divided into an experimental group and a control group. The students in the experimental group received treatment on instructional design concepts and ICT literacy with the aid of electronic static infographic technology while the students in the control group received instruction about the same topic using regular method of instruction without the aid of electronic static infographic technology. Pretest and post-tests were administrated for the students in the two groups. Analysis of the pretest and post-test scores revealed that the implementation of electronic static infographic to support students’ learning contributed considerably in developing comprehension of instructional design concepts. There was significant difference at the level (0.05) between the post-test scores of the control and experimental groups with the benefit going to the experimental group. Based on the findings, the current study recommends the use of electronic static infographic technology to support students’ learning in teaching instructional design courses.

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إخلاء مسؤولية:

هذه الصفحة هي خدمة مقدمة من جامعة الباحة - عمادة التعلم الإلكتروني وتقنية المعلومات لمنسوبي الجامعة من أعضاء هيئة التدريس والموظفين. جميع الآراء والمدخلات الواردة في هذه الصفحات تعبر عن رأي كاتبها فقط، ولا تعبر بالضرورة عن رأي جامعة الباحة.