Assessing the Usages of LMS at KAU and Proposing “FORCE” Strategy for the Diffusion

AlGhamdi, Rayed; Bahaddad, Adel A.

doi:10.4197/comp.7-1.4

Cited by 5 publications

(3 citation statements)

References 15 publications

(4 reference statements)

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“…The main reasons for selecting these two training platforms were because they are authentic, require registration using the national ID numbers, provide rich content related to the Saudi workplace, have exercises and tests and offer a certificate of successful completion upon passing the tests with at least 70%. The training sessions were selected carefully and organized for easy navigation on the KAU Blackboard using the FORCE strategy (AlGhamdi and Bahadad, 2018). There were 32 sessions distributed into seven weeks.…”

Section: Introductionmentioning

confidence: 99%

Virtual internship during the COVID-19 pandemic: exploring IT students satisfaction

AlGhamdi

2022

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PurposeThis paper examined the evaluation of the virtual internship program for KAU IT students during the COVID-19 pandemic, 2020 summer.Design/methodology/approachA mixed-method survey was utilized for the data collection. Out of 164 enrolled students in the 2020 summer training program, 147 students opted to participate. This gives a response rate of 89.6% of the total students' number who could participate. In addition to collecting quantitative data, qualitative data were collected. The sources for qualitative data were survey open questions, weekly reflective writing and video recordings.FindingsThe quantitative result showed that the students were satisfied with their virtual internship. These results were further qualitatively explored and discussed under five themes: information and knowledge, work experience, live interaction, the comfort of achieving tasks and soft skills. The outcomes showed that the plan which offered students opportunities to be trained online with real companies accomplishing real work tasks was the best in fulfilling the requirements of the internship. Thus, it emphasized the importance of a strong alliance with the industry to provide useful virtual internship opportunities.Research limitations/implicationsThough this study made a novel contribution to the timely literature on the COVID-19 pandemic, it is not without its limitations. The difference in the three sample sizes makes it difficult to get in-depth comparative analysis. For future research, it is highly recommended to study the impact of online training with real existing companies on a relatively larger sample number.Practical implicationsIn order for a higher educational institute to successfully adopt the proposed plans for the virtual internship, here are the reflections and lessons learned from our three plans. (1) Emphasize your efforts on extending your partnership with the private sector and computing industry. (2) The MCIT training focuses on developing technical skills; therefore, it is great to be offered to students in the computing field as extracurricular activities but not as the fulfillment of the internship program. (3) Blackboard training sessions, which cover nontechnical skills, are good to be offered prior to the internship.Social implicationsFor governmental human resource agencies, it is highly recommended to further develop and invest in manpower to develop online platforms. In normal situations, these platforms act as an extra training resource. In abnormal situations such as the COVID-19 pandemic, they act as useful source for online training. For students, this sudden unexpected transition from normal to online training should enrich them with the ability to be flexible and adaptive, tune them with opportunities for independent and innovative creative work, encourage them to take risks and provide them with opportunities to do things differently. As an outcome, students will enhance their self-efficacy and capabilities.Originality/valueDue to the COVID-19 pandemic, not only classes and internship programs have been done remotely but increasingly jobs have also gone in that direction. A virtual internship today might be good preparation for the virtual/remote work of tomorrow. For this reason, this study was conducted to add a novel contribution to the virtual internship literature.

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Section: Introductionmentioning

confidence: 99%

Virtual internship during the COVID-19 pandemic: exploring IT students satisfaction

AlGhamdi

2022

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“…E-learning can generally be implemented by using a learning management system (LMS), which is a web platform to manage all online e-learning processes and course materials for students and faculty [2]. Most of the Saudi universities provide Blackboard LMS for their teaching and learning activities [3], [4], while several other Saudi universities, such as Shaqra University, use open source LMS like Moodle platform.…”

Section: Introductionmentioning

confidence: 99%

Faculty e-Learning Adoption During the COVID-19 Pandemic: A Case Study of Shaqra University

Alshehri¹,

Alahmari²

2021

IJACSA

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“…Since the start of the current year (2019), a decision was taken with the full support of the IT department to transform from a traditional teaching process to a coaching approach, supported using blackboard. The course content on the blackboard, see Figure 1, was designed based on the FORCE strategy guidelines [6].…”

Section: Introductionmentioning

confidence: 99%

From Teaching to Coaching: A Case Study of a Technical Communication Course

AlGhamdi

Buhari²,

Alassafi³

2020

ICERI Proceedings

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One of the leading university goals is to provide the students with the necessary skills for better functioning in their future studies. Gaining and developing skills, both technical and soft skills, are the critical building blocks for a successful career. The traditional teaching process, which includes delivering lectures and conducting exams, emphasizes the upliftment of technical knowledge rather than building self-esteem and enhancing skills development among students. Development of non-technical skills like self-esteem, life-long learning among students is vital for a successful career. This paper targets to achieve the objective of identifying ways to empower students with non-technical skills along with technical skills. The approach adopted in this research work is to transform the delivery of a faculty-wide course from teaching to coaching. One salient difference between teaching and coaching is to move students motivation away from grades towards life-long learning. Thus, university students maximize skills through coaching like course structure, course delivery, course assessment, and student involvement. As a case study, the proposed approach was successfully tested and validated on a course taught in the Faculty of Computing and Information Technology (FCIT) at King Abdulaziz University (KAU). The outcome of this case study reveals that there is substantial potential towards enhancement of self-responsibility. In the future, this approach can be extended for other courses that aim to develop skills such as English language courses, computer, and communication skills courses in the preparatory/foundation year.

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Assessing the Usages of LMS at KAU and Proposing “FORCE” Strategy for the Diffusion

Cited by 5 publications

References 15 publications

Virtual internship during the COVID-19 pandemic: exploring IT students satisfaction

Virtual internship during the COVID-19 pandemic: exploring IT students satisfaction

Faculty e-Learning Adoption During the COVID-19 Pandemic: A Case Study of Shaqra University

From Teaching to Coaching: A Case Study of a Technical Communication Course

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