A case study of X University : potential implications for the development of e-learning in Saudi Arabia
تفاصيل الرسالة
| رقم الرسالة | 2970574 |
|---|---|
| العنوان | A case study of X University : potential implications for the development of e-learning in Saudi Arabia |
| المؤلف | Almaghlouth, Osamah Abdulwahab D . |
| الدولة | نيوزيلندا |
| عدد الصفحات | I-XV, 384 p. |
| النوع | رسالة / أطروحة |
| اللغة | الانكليزية |
| الموضوعات | Thinking skills - Problem based learning - Higher education - University students - Saudi Arabia |
| عدد المشاهدات | 12 |
| المستخلص |
An investigation into professional development practices within the Saudi Arabian higher education system suggests a gap in higher-order thinking skills needed to help build the nation’s knowledge base for the future.
This is despite the fact that the sector has policy development aimed at securing the Saudi Arabia’s global position within a digitally networked world.
Added to this observation the literature highlights the relative absence of evidenced based studies relevant to Saudi Arabia.
Hence, this study sought to redress this problem within one Saudi Arabian university involving Faculty of Education students (N= 244).
The approach taken was to examine the effectiveness of using a problem-based learning approach as a means of facilitating students’ higher-order thinking.
The research aimed to explore students’ perceptions of the opportunity to develop higher-order thinking within a blended learning environment over the course of one semester.
An action research approach was used to audit the current learning practices and identify changes needed to meet the goals for the research.
Next, an intervention was implemented to improve the students’ learning outcomes by using problem-based learning approach throughout one semester period.
Three main instruments were used to gather the data throughout the semester.
These were questionnaires, documents (three assessment tasks, diary entries and online discussions posts) and semi-structured interviews (focus group and one-on-one).
The data obtained were analysed using the Structure of Observed Learning Outcomes taxonomy (SOLO) for all written documents and SPSS software for analysing the questionnaires.
Quantitative results from the three assessment tasks and online discussion posts demonstrated that there was a statistically significant effect for the three assessment tasks and online posts.
Additionally, qualitative findings from these documents and interviews indicated a substantial improvement in students’ thinking abilities from surface to deep thinking and from concrete to abstract thinking.
This outcome suggests the merit of including more elements of problem-based learning in professional development courses for teacher training in Saudi Arabian higher education.
(Author’s abstract) |
