Application to the Computer Science Course at Omar Al-Mukhtar University, Libya

Abstract

Science. The course material has traditionally been delivered through lectures (also known as school-based learning, or SBL) and subsequently reinforced in lab sessions (laboratory-based Bu makale, Libya'daki Omar Al-Mukhtar Üniversitesi, Fen Fakültesi bünyesinde yer alan Bilgisayar Bölümü'nde okul temelli ö¤renim (OTÖ) ve laboratuvar temelli ö¤renim (LTÖ) aras›ndaki beceri mevcut beceri bofllu¤una yönelik tespitleri sunmaktad›r. Yazarlar, ö¤retim görevlileri, laboratuvar görevlileri ve ö¤renciler taraf›ndan doldurulan bir anket gelifltirmifllerdir. Amaç, OTÖ faaliyetleri esnas›ndaki ö¤renci becerileri ile LTÖ oturumlar›nda ihtiyaç duyulanlar aras›ndaki bofllu¤a yönelik paydafl alg›lar›n› keflfetmekti. Anket, biliflsel, psikomotor ve duygusal olmak üze-re üç ö¤renim alan›na iliflkin becerilere odaklanm›flt›r. Bulgular, iki önemli IT becerisi ve grup çal›flma becerisi bofllu¤u bulundu¤unu ve geri kalanlar›nda materyal eksikli¤i, al›flt›rmalar› yapmak için gerekli teorik konular› anlama eksikli¤i, IT alan›na s›n›rl› eriflim, gelifltirme aflamalar›n-da eksiklik, zay›f müfredat incelemesi ve uygulamal› görevlerle teorik içe-rik aras›nda s›n›rl› ba¤lant›lar bulundu¤unu göstermektedir. Yan›tlar›n kantitatif ve kalitatif analiziyle elde edilen sonuçlar, laboratuvar oturumlar› için gerekli uygulamal› ve sosyal becerilerden oluflan bir LTÖ beceri modeli gelifltirmekte kullan›lm›flt›r. Önerilen bu model, ö¤rencinin ö¤re-nim ve tatmin kalitesini art›racak yard›mc› ö¤retim ve ö¤renim faaliyetlerini ve materyallerini tasarlamakta ve gelifltirmekte kullan›lacakt›r.Anahtar sözcükler: Okul temelli ö¤renim (STÖ), laboratuvar temelli ö¤re-nim (LTÖ), e-ö¤renim, Bloom taksonomisi, biliflsel alan, psikomotor alan, duygusal alan, sosyal beceriler.This paper provides an identification of the existing skills gap between school-based learning (SBL) and laboratory-based learning (LBL) in the Computing Department within the Faculty of Science at Omar AlMukhtar University in Libya. The authors developed a questionnaire which was completed by lecturers, laboratory demonstrators and students. The aim was to discover these stakeholders' perceptions about the gap between the students' skills during SBL activities and those required by LBL sessions. The questions referred to skills related to three learning domains: cognitive, psychomotor and affective. The findings show there are two most significant IT skills gap and group work skills, and others are lack of materials, lack of understanding of theoretical issues necessary to perform exercises, limited access to IT, a lack of development processes, poor curriculum review and limited links between practical tasks and theoretical content. The results of quantitative and qualitative analysis of the responses were used to develop an LBL skills model comprising the hard and soft skills required for lab sessions. This proposed model will be used to design and develop supplementary teaching and learning activities and materials which will increase the quality of student learning and satisfaction.

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