The integration of ICT in library and information science curriculum analytical study of students’ perception in Jordanian Universities

Abstract

Purpose This study aims to explore undergraduate students’ perceptions of teaching information and communication technology (ICT) courses in the library and information science (LIS) program in Jordanian universities. It also aims at investigating the correlation between the impact of some variables, namely, gender, the type of university, academic year and student GPA on and their students’ views. Design/methodology/approach Quantitative methods were adopted. A questionnaire with 40 items was distributed on a stratified random sample of 220 students from four LIS departments in Jordan and, of whom, 203 responded with a response rate of 92.3 per cent. Findings Research findings indicated that teaching ICT courses was considered highly important. Students stressed on the importance of incorporating ICT courses in LIS programs. They also pointed out the competence of the teaching staff and the efficacy of their teaching methods. On the other hand, student assessments of the curriculum content, the teaching pedagogy and methods of assessment were on an average level. In addition, the findings indicated that resources and facilities necessary to teach ICT courses were available and adequate. It was noted that the “university” was the only factor that affected results; the University of Jordan students showed a higher satisfaction. The other factors (gender, academic year and GPA) did not appear to affect student perceptions. Originality/value Previous studies investigated the importance of teaching ICT courses in general but did not consider students’ perceptions. Only a few studies discussed students’ perceptions of studying ICT courses but in a different context, i.e. Kuwait. This research focused on students’ perceptions of studying ICT in Jordan as a new geographic region. This would be beneficial for other developing countries to learn from this experience and refine their ICT curricula and LIS programs accordingly.

Defining E-Learning Level of Use in Jordanian Universities Using CBAM Framework

“…Less concern have been oriented towards evaluating the level of use of this educational technology in Jordanian universities, as there are still different obstacles that are hindering the adaptation towards technological practices [2]. In terms of technological challenges, Jordanian Information and Communication Infrastructure (ICT) supported by the strategies of The Ministry of Information Technology and private sector communication companies have managed to maintain a high growth rate, which reflected positively on minimizing the technological obstacles of adapting e-learning in educational Institutions [3]. However, the exact engagement and use of this tool has not been defined in earlier studies with respect to the high growth, quality of services and spread of ICT.…”