Usability Perceptions of the Madrasati Platform by Teachers in Saudi Arabian Schools

Shishah, Wesam

doi:10.14569/ijacsa.2021.0120839

Cited by 8 publications

(5 citation statements)

References 29 publications

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“…In addition, other obstacles to using Madrasati were teachers' lack of digital skills and skills in teaching with technology, particularly e-assessment and student e-learning activities (Alessa, 2022). Shishah (2021) found that Madrasati needs improvements from the teachers' point of view, particularly its navigation. Furthermore, Ospina et al (2021) suggested that it would be great if Madrasati had features that allowed teachers to communicate with each other.…”

Section: Context Of the Studymentioning

confidence: 99%

E-Learning After the Pandemic from the Perspective of Digital Skills Teachers

Alibrahim

2024

JEL

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The coronavirus disease (COVID-19) crisis and the coincidental shift in public education to distance education was a starting point from which all educational institutions, especially those in developing countries, must benefit in terms of e-learning development. The need to effectively explore the use of e-learning after returning to school (face-to-face) has been increasing. Thus, we investigated the use of e-learning after the COVID-19 pandemic by examining the case of Saudi Arabia. The findings of this case study can be applicable and beneficial to other countries. By applying a qualitative research design, 15 Saudi digital skills teachers were invited to voluntarily participate in this study, and an open-question survey was conducted electronically using the snowball technique and a focus group. The teachers’ reflections on this experience have implications for their professional development and are an opening for using educational technologies and utilizing students’ digital skills in education. The study shows that the teachers continued using e-learning in their daily teaching after the pandemic. The three most important theme determinants in this study were the teachers’ use of e-learning for blended learning, communication, and professional development, in this order. Moreover, the teachers believed that they and their students had acquired and developed many skills as a result of using online learning. Finally, the study implications and suggestions are highlighted in this article.

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Section: Context Of the Studymentioning

confidence: 99%

E-Learning After the Pandemic from the Perspective of Digital Skills Teachers

Alibrahim

2024

JEL

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“…Managing these schools necessitates qualified teachers and a modern learning management system (LMS), such as Madrasati (M). The M LMS is an e-learning system with several tools that reinforce all educational levels' teaching and learning processes (Shishah, 2021). Following COVID-19, M LMS technology was introduced in 2020.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2023

WJET

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Performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), attitudes, competence, and behavioral intention are all linked to poor Madrasati (M) utilization and acceptance among teachers. This study aims to examine the extent to which teachers are using M LMS. The impact of these parameters on M LMS usage was quantified using a survey method. Out of the 13,782 people, 374 teachers who use Madrasati in public schools were sampled. This study revealed that levels of M LMS utilization among teachers in schools were significantly affected by PE, EE, SI, FC, competence to use M, and behavioral intention factors. However, teachers' attitudes have an insignificant effect on M LMS utilization. This finding suggests that the success of M utilization in public schools is not dependent on the attitudes of teachers toward its use. This study examined factors influencing the extent of Madrasati adoption and utilization among teachers.

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“…Madrasati Learning Management System is among the latest in a series of global Learning Management Systems. It is defined as a web-based electronic learning environment comprising various tools that support the teaching and learning process across all education levels, from first grade to grade 12 (Shishah, 2021). Therefore, Madrasati Learning Management System shares similarities with many international Learning Management Systems in terms of its concept.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perceptions of Madrasati Learning Management System (LMS) at Public Schools in Jeddah

2023

JALHSS

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The research aimed to investigate the perceptions of public education teachers in Jeddah towards Madrasati learning management system during COVID-19. To achieve this goal, the research attempted to answer two questions. The first question investigates the perceptions of public education teachers towards Madrasati learning management system. The second question aimed to know teachers' suggestions to overcome the difficulties they faced while using the system. The research took a mixed methods approach; quantitative approach, descriptive method, to answer the first question by using a questionnaire, 4-point Likert scale, and a qualitative approach to answer the second question by analyzing content through the responses of the participants in the questionnaire, by MAXQDA program. The research sample included 523 male and female teachers from different levels. The quantitative results revealed that 75% of teachers did not use Madrasati learning management system before the current school year, which may affect their perceptions about the system. Also, revealed that most teachers believe that the system tools are either very good or good. In addition, teachers in most of their responses to system use functions went about the system tools most of time or sometimes used it. Moreover, the results showed that male and female teachers have a positive attitude towards Madrasati in terms of its impact on learning, which can be a good start to help them learn about the features and functions of Madrasati through professional development activities. Also, the qualitative results revealed that teachers faced many challenges in using Madrasati; difficulties with Madrasati learning management system, Internet problems, difficulties with learners, availability of electronic devices, learning strategies in the e-learning environment, families of learners, and weak technical skills. The teachers' suggestions came to overcome the difficulties they faced as the following: improve Madrasati learning management system, enhance teacher's performance, availability of electronic devices, enhance the partnership roles with families of learners, provide e-learning strategies and resources, and train the learners.

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Usability Perceptions of the Madrasati Platform by Teachers in Saudi Arabian Schools

Cited by 8 publications

References 29 publications

E-Learning After the Pandemic from the Perspective of Digital Skills Teachers

E-Learning After the Pandemic from the Perspective of Digital Skills Teachers

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Teachers’ Perceptions of Madrasati Learning Management System (LMS) at Public Schools in Jeddah

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