This research introduces new pedagogical approach, the Virtual Flipped Classroom (VFC). The VFC is an integration of two concepts: Flipped Classroom and Virtual Classroom. It enables the teachers to teach and guide the students in applying the activities needed to achieve best learning levels. To investigate the effect of VFC, the researchers applied it on the students of computer programming course in Instructional and Learning Technology (ILT) department at College of Education, Sultan Qaboos University (SQU). The students’ learning achievement and motivation were measured by two instruments, Programming Achievement Test and Survey of Student Motivation respectively. One-group pretest-posttest qusai-experimental design has been followed. The sample, which consisted of 18 students, was taught some selective topics of the computer programming perquisite using the VFC model. A pretest and posttest are administered before and after using the VFC model. The researchers used independent sample t-test and multivariate analysis of variance (MANOVA) to analyze the data obtained. Findings indicated a significant difference in the learning achievement and motivation before and after applying the VFC model. The differences were in favor of VFC model. Further analysis showed that the new model contributed to the improvement of performance of low achievers students.
Abstract-In this study, an analysis was conducted in order to seek an improvement of a current working student teaching system in a Middle Eastern country university using the instructional design approach ADDIE (Analysis, Design, Development, Implementation and Evaluation) to indicate the need for an onlinebased system to manage the teacher preparation program in student teaching. The study sample involved twenty-five individuals from college supervisors, cooperating teachers and student teachers who took part in student teaching programs during Fall 2015. Focused group discussion, field notes, document analysis were the main tools used to analyze the status-qua of the system for the need to construct a new instruction. Results revealed several themes in the system based on three phases from the analysis phase of ADDIE approach. Future implications include utilization of current data to complete the next phases of the construction of an effective online system of managing student teaching.
Assessment has always been fundamental to teaching as it aims to gauge the impact of the teaching on students learning. The current assessment in teaching computer literacy is objective assessment that focuses on making it intentional, informative, and formalized. Although this assessment is the best way when assessing large groups of students at one limited time, it has a drawback of being limited to check the knowledge of understanding terminology and recalling steps of a particular process. This study introduces a screen-capture technology based approach to performative and authentic assessment. It involved design and implementation of screen-capture assignments to assess computer maintenance skills. The sample consisted of 28 students enrolled in computer hardware and software maintenance classes. Data from students was collected through a multi-modal student survey and a semi-structured interview. The results analysis has indicated that screen-capture performative assessment promotes students’ engagement and learning level of solving real-world problems.
The current research aims to identify the barriers faced by the candidates during the implementation of the e- portfolio in an educational environment. How to implement the e-portfolio at the College of Education, Sultan Qaboos University in light of the theory of diffusion of innovation. The research sample consisted of 122 out of 233 field-training candidates from undergraduate students in all disciplines at the College of Education, Sultan Qaboos University. The research applied the descriptive approach, and the research tool is a questionnaire consisted of 39 items entitled "Barriers of Application of the e-portfolio". Statistical treatments were performed as the mean, standard deviation, T-test, and ANOVA by using SPSS. The results indicated that there are barriers during the implementation of the e-portfolio related to candidates and other related to educational environment. The results also indicated that there are statistically significant differences at the level of significance (0.05) attributable to each of the two variables of specialization, and technological skills in identifying barriers related to candidates and the educational environment. According to the results, the research recommends integrating the e-portfolio into all courses, using special platform for applying the e-portfolio uniformly.
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