Internet Use Among Incoming Undergraduate Students of Kuwait University

Alqudsi-ghabra, Taghreed; Aldousari, Elham

doi:10.1142/s0219649214500178

Cited by 5 publications

(4 citation statements)

References 16 publications

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“…Furthermore, the frequency of email use among the students improved: before the course, 34.5% (59/171) of the students used email very often—this increased to 63.6% (98/154) after the course. A study in Kuwait University showed better results in regard to email use among social sciences students (70%) [ 13 ], in addition to other previous studies in the Gulf region, such as in Iran (86.8%) [ 6 ] and Saudi Arabia (98.6%) [ 8 ]. It seems that not all the preprofessional students were using email as the formal communication medium at the university, so they might have still been looking for person-to-person meetings, as they experienced when they were in high school.…”

Section: Discussionmentioning

confidence: 96%

“…In Iran, the impact of digital technologies applications on education has been studied [ 9 , 10 ], with particular attention on ICT literacy of medical students [ 11 , 12 ]. In Kuwait, research studies at Kuwait University found into information literacy and Internet use among students [ 13 ] and effectiveness of e-learning on learning environment [ 14 ].…”

Section: Introductionmentioning

confidence: 99%

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Health Sciences Students’ Self-Assessment of Information and Communication Technology Skills and Attitude Toward e-Learning

Buabbas

Al-Shawaf²,

Almajran³

2016

JMIR Med Educ

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BackgroundIn medical education, information and communication technology (ICT) knowledge and skills have become a necessity and an integral part of preparing tomorrow’s doctors to be sufficiently competent to use informatics resources effectively and efficiently for the best practice of medicine.ObjectiveThis research aimed to study the literacy of the preprofessional students in ICT before and after taking the basic informatics course at the Health Sciences Center at Kuwait University, to understand their potential and their attitudes toward using ICT, including e-learning.MethodsA validated questionnaire was used to collect data from 200 students in 2 stages: before and after the informatics course on the preprofessional program. In addition, the tutors’ observational assessments of the students’ achievements during the informatics course were obtained.ResultsThe response rate of students before the course was 85.5% (171/200) and after was 77% (154/200). Of 200 students, 85% were female, and 15% were male. This disproportional representation of genders was due to the fact that 85% of registered students were female. Approximately 59% (101/171) of the students assessed themselves before the course as computer literate; afterward, this increased to 70.1% (108/154). Students who were still computer illiterate (29.2%; 45/154) mostly used the excuse of a lack of time (60%; 27/45). In generic ICT skills, the highest levels were for word processing, email, and Web browsing, whereas the lowest levels were for spreadsheets and database. In specific ICT skills, most respondents were reported low levels for statistical package use and Web page design. The results found that there was a significant improvement between students’ general ICT skills before and after the course. The results showed that there were significant improvement between how frequently students were using Medline (P<.001), Google Scholar (P<.001), and Cochrane Library (P<.001) before and after the informatics course. Furthermore, most of the students who completed the course (72.8%; 110/151) chose the learning management system as the most useful e-learning tool. The results of the tutors’ assessments confirmed the obvious improvement in most of the students’ skills in using ICT.ConclusionsThe ICT knowledge and skills of the students before the course seemed insufficient, and the magnitude of the improvements that were acquired throughout the informatics course was obvious in most of the students’ performance. However, the findings reveal that more practice was required. The attitudes of most of the students toward the potential of e-learning were considered positive, although the potential of Web-based learning in medical training was not well known among the students.

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Section: Discussionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Health Sciences Students’ Self-Assessment of Information and Communication Technology Skills and Attitude Toward e-Learning

Buabbas

Al-Shawaf²,

Almajran³

2016

JMIR Med Educ

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“…According to Wilkes and Gurney [27], electronic resources were the primary source of information for the vast majority of students (80% of the total). According to research by Algudsi and Dousar [28], 98% of Kuwait University students said they used electronic resources for personal shopping, downloading movies and e-books, checking encyclopedias, and for rapid reference. According to a study by Singh [29], titled "Assessing Indian Agricultural Sciences Graduates' Knowledge and Information Literacy Skills", a substantial percentage of students (81%) cited Yahoo and Google as their primary sources for information.…”

Section: Background and Literature Reviewmentioning

confidence: 99%

Assessment of Information Literacy Abilities: A Case Study of Pakistan

Hussain

Alsanad

2022

Sustainability

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This study aimed to assess undergraduate students’ Information Literacy (IL) abilities in Pakistan. A survey method was employed to collect the necessary data from the population. The participants consisted of students from the Capital University of Science and Technology (CUST), COMSATS University Islamabad, Bahria University (BU) Islamabad, and the Federal Urdu University of Arts, Sciences and Technology (FUUAST). The sample consisted of 200 students, randomly selected. A questionnaire was formulated and completed individually. The results produced an alarming result for the selected institutions, as about 52% of students reported that they never went to the library. A similar situation was found across the selected universities, though with BU surpassing other universities with respect to daily use of the library. The responses to the survey indicated students were in a poor position in terms of their ability to identify information sources. Furthermore, most item scores were less than two, indicating that students’ recognition and understanding of information sources was in a dangerously precarious condition. The findings also indicated that students’ ability to access and use information for assignments, tests, examinations, and the writing of research articles was extremely limited. This could have severe implications for their learning outcomes. According to our findings, students’ ability to implement technical best practice in academic work and research was extremely limited, as was their knowledge of and practice in providing appropriate credit to original authors. On the other hand, the students’ ability to use social media applications, such as Facebook, Instagram, and LinkedIn, was relatively strong. We recommend that university libraries should be more involved in the educational process. This study should contribute considerably to the organization of different IL programs in universities to promote, develop, and improve students’ IL abilities.

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“…Bu imkânlar, ö¤rencilerin e¤itim kalitesini art›rd›¤› gibi konularla ilgili geliflmelerden anl›k haberdar olmalar›n› sa¤lamaktad›r. Ayr›ca Türkiye'de oldu¤u gibi ulus-lararas› alanda da yap›lan çal›flmalarda tek bir üniversite veya bölümün ö¤rencilerine yönelik yap›lan ve sosyal medyan›n etkilerini ölçmeye yönelik çal›flmalar (Alqudsi-ghabra ve Al- Dousari, 2014;Kalafat ve Göktafl, 2011;Palmer, 2013) tespit edil-mifltir. Bu çal›flmalar da ilk olarak, sosyal medya kullan›m›n›n özellikle, genç kullan›c›lar aras›nda h›zla art›fl göstermeye bafl-lad›¤›n›, özellikle Facebook'un ö¤renciler aras›nda e¤itim amaçl› kullan›m›n›n yararl› oldu¤unu düflündüklerini göstermifltir.…”

Section: Literatür öZetiunclassified