Transformation to the digital system has made life easier, and the acceptance of the e-learning system in the academic life of students is a fact. Therefore, many educational organizations use the e-learning environment for teachinglearning activities. The present study has been conducted to evaluate the awareness of the undergraduate students to ethics and to determine if there is a difference according to gender and academic level variables when using an e-learning system at Al-Balqa Applied University in Jordan. A self-questionnaire has been designed to measure the participant's awareness of ethics. It consists of 20 items classified in three ethical categories; Intellectual property rights, vandalism and Privacy. The results show that the awareness of students is low in all three categories regarding their commitment to the ethical issues when using an e-learning system. Result also show that there are no significant differences between undergraduate students' gender and academic level related to the awareness of ethical issues. Therefore, undergraduate students should be fully knowledgeable about ethical issues to avoid unethical behavior while using of the e-learning system.
Previous efforts have been made to develop a model for a university students' e-portfolio and determine university students' attitudes toward that model; however, to date, few studies have been conducted. This study employed a descriptive and experimental design: interviews with 20 specialists in educational science were conducted to develop and gain consensus on the proposed model for a university students' e-portfolio; and, following verification of its validity and reliability, a 17-item questionnaire was distributed among an experimental group of 90 students (43 male, 47 female) at Al-Shoubak University College to assess their attitudes toward the proposed e-portfolio model. The interviews resulted in a proposed model of a university students' e-portfolio comprising 10 components: student biography, course plan, reports and research, homework, projects and experiments, activities, summaries and conclusions, scientific material, audio and video clips, and samples of student performance. In addition, the results of the questionnaire revealed that the students' attitudes toward the proposed model were generally positive. Consequently, it is recommended that faculty members introduce the university students' e-portfolio into teaching practice.
There have been efforts to investigate the effectiveness of the flipped learning strategy in the development of scientific research skills (SRS) in the procedural research course among higher education diploma students. However, studies examining the effectiveness of the flipped learning strategy in the development of SRS are, thus far, rare. This study adopted a quasi-experimental design, with two types of teaching methods. One research group was assigned to the flipped learning teaching method (n = 30) and the other to the conventional teaching method (n = 30). A multiple-choice SRS test was developed and used. The results showed that the flipped learning teaching method was more effective than the conventional teaching method, in gauging students’ SRS.
The present study aimed to identify the favorite methods of teaching and evaluation among students in university colleges. The study adopted a descriptive survey design; self-administered copies of the questionnaire were used to generate data from 1638 students at university colleges, selected by a random sample method. Frequency and percentage were used to analyze data. The findings showed 12 methods of teaching preferred by students (flipped learning, blended learning, simultaneous e-learning, asynchronous e-learning, virtual learning, scientific trips, training in the workplace, problem-solving, critical thinking, visitor lecture, learning by project and activities, and discussion) and seven methods of evaluation preferred by students (evaluation by multiple-choice test, true and false test, observation, written test, interview (face to face), evaluation of performance, and evaluation of portfolio). The results also showed that the teaching method preferred by students is the flipped learning method, where it received the highest frequency 1575 (96%); the evaluation method preferred by students is evaluation by multiple-choice, where it received the highest frequency 1623 (99%). The teaching method preferred by males and females is the flipped learning method; the evaluation method favored by males is the true and false test, and the multiple-choice test is the preferred evaluation method for females. According to the results, the researchers recommended that the faculty members of university colleges use the teaching and evaluation methods preferred by students. Contribution/Originality: This study is one of very few studies which have investigated favorite methods of teaching and evaluation among students in university colleges, which constitutes a guide for faculty members in universities to focus on these methods, and makes the student the focus of the educational process, according to modern educational theories.
There have been efforts to investigate the effect of teaching by using mobile learning in university student's achievement. However, studies examining effect of teaching by using mobile learning in university students are, thus far, rare. This study adopted a quasi-experimental design with two types of teaching methods. One research group was assigned to the mobile learning teaching Method (n=25) and the other to the conventional teaching Method (n= 25). A multiple-choice test was developed in Unit introduces technology in course of pre-vocational education technology, Within the Bachelor of pre-vocational education program at Shobak university college. The results showed that the mobile learning teaching method was more effect than the conventional teaching method in the achievement of university students.
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