Problem statement:The educators argue that in the post modern world changes in the nature of work, globalization, the information revaluation and today's social challenges will all impact on educational priorities and thus will require a new mode of assessment. Approach: The objectives of this study were to: (1) Present a novel software package tool to create multiple choice and true/false exam forms. (2) Provide exams key solutions automatically (3) Meet special instructors' needs by allowing to easily incorporating multimedia elements into the exam questions, as well as the word processor editing functions and (4) Save both instructors time and money. Results: The multiform exam can be created randomly from question database or manually with shuffled answers for each question. The tool was built based on website and HTML interface using the multimedia applications, two different languages English/Arabic inserted to be used on the same time, efficient Artificial Intelligence techniques and Algorithms are used. The tool had been designed, implemented and tested by experienced instructors, with the result that efficiency, accountability and saving time improved. Conclusion/Recommendations: The transform from paper to electronic resulted in greatly enhanced user satisfaction. Editor exam tool can be used via internet without the need to download and install it to users machine, it's a time saving system when multiple versions of random exams are required. This should highly motivated, instructors and teachers to utilize technology and IT to enhance exams and performance.
The primary purpose of this study was to investigate the effect of using a virtual history strategy on the development of historical thinking skills among a sample of undergraduate classroom teachers from one public university located in the middle part of Jordan. To achieve this purpose, a historical thinking test was adapted from Al-Safadi (1999), and applied to one classroom with (54) students who studied Arab world history course during the 2016/2017academic year. The results of the study indicated significant differences (α = 0.05) between the pretest and posttest in the students' historical thinking as a result of utilizing the virtual history approach. The study was concluded by proposing practical and theoretical recommendations for the field of study.
The purpose of this study was to investigate the effects of Webquest on the Jordanian students of different cognitive style. The independent variables were the instruction (conventional & Webquest). The dependent variables were the students’ achievement and motivation. The instruction rating variable is cognitive style (independent & dependent). The study sample consisted of 72 undergraduate educational technology students, information and communication technology students and graphic design students. Inferential statistics were conducted to analyze the data. An analysis of covariance (ANCOVA) and T-TEST was carried out to examine the main effects of the independent variables on the dependent variables. The findings of this study showed that students using the Webquest instruction performed significantly better in achievement and motivation than students using the conventional instruction. Independent cognitive style students performed significantly better in achievement and motivation than dependent cognitive style students. Webquest instruction was found to help students with dependent cognitive style in achievement and motivation. Keywords: webquest, cognitive style, achievement, motivation
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