Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91071420151001The Effectiveness of Functioning Tools of E.Learning 0.2 in Developing Skills of Designing Electronic Courses for Faculty Members and Their Attitudes Towards Them11482453810.21608/jrciet.2015.24538ENRagaay Aly Abdel AleamAhmedfaculty of specific education,Aswan universityMohammed Saad El Din MohammedAhmedfaculty of education, Assuit university ,El Wady branchJournal Article20150114S
tarting from the aspects of education technology work and it’s function, both the researchers took from “ E. Learning 0.2 tools a field for the present study to make faculty members acquire skills of designing of electronic courses and developing their attitudes towards them . To achieve purposes of the study, a method of developmental research followed in designing educational systems and developing them was used to design the suggested site. Both the researchers relied in their study about the experimental design for a single group to study the effectiveness of the suggested site based upon “ E. Learning 0.2 tools on dependent variables representing in : achievement of cognitive aspect related with skills of designing electronic courses , skillful performance for designing electronic courses and developing the attitudes towards them for the study group consisting of a group of faculty members at Gazan university , particularly those who teach some of their courses electronically with the method of distance learning .https://jrciet.journals.ekb.eg/article_24538_2179b97e27b650236bd1eb49138ac095.pdfAssociation of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91071420151001Barriers of Using Jusur Learning Management System in Saudi Arabia Universities49622453910.21608/jrciet.2015.24539ENMohammed SherbibAsiriArab east colleges, RiyadhRosnaini MahmudFaculty of Educational Studies, Universiti Putra MalaysiaKamariah Abu BakarUniversiti Putra MalaysiaAhmad Fauzi Bin MohdAyubFaculty of Educational Studies, Universiti Putra MalaysiaEssam SalehBakadamFaculty of Education, Universiti Teknologi MalaysiaJournal Article20150114T
he purpose of this study was to determine the main barriers faced by faculty members from using Jusur LMS in Saudi universities. This study was quantitative in nature and employed a descriptive research design. The sample of this study included 454 faculty members from four public universities in Saudi Arabia who had experience using Jusur LMS for instructional purposes. Data were gathered through the use of a web-questionnaire. Findings indicated that barriers faced by faculty members from using Jusur LMS were considered at a moderate level. Further analysis also revealed that respondents identified numerous administrative and technological barriers such as lack of technical, administrative and financial supports. In the technological domain, they faced obstacles with availability of appropriate hardware, poor internet connectivity, the lack of internet access, unsuitable software and technological resources in the Arabic language. It is suggested that for an improved utilization of Jusur LMS at Saudi universities, barriers such as administrative and technological obstacles must be taken into due consideration.https://jrciet.journals.ekb.eg/article_24539_bf1628c614c8273808a55f08ccb42d5a.pdfAssociation of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91071420151001Using a Collaborative-Learning Strategy for Developing English Conversational Skill of Post-graduate Students63882454010.21608/jrciet.2015.24540ENAhmed MahmoudFakhryInstitute of Educational StudiesHeba MustafaAbdullahInstitute of Educational StudiesJournal Article20150114T
he research aimed at examining the effect of a using a collaborative learning ( CL) strategy on developing English conversational skill for post-graduate students. The study adopted the quasi-experimental design. The sample of the research consisted of a group of Pre-Masters TEFL students. The sample of the research has been assigned to three experimental groups. The research employed Synchronous and Asynchronous applications, namely; team viewer and facebook. Tools of the study included a conversational skill checklist, a pre-post conversational skills test and a conversational skill rating scale. Results revealed that there were statistically significant differences at 0.01 levels for the overall conversational skill and only one sub-skill (namely, using discourse markers effectively) in the favor of the post administration. Results were discussed in relation to several factors that affected the language learning process. Finally, the research provided beneficial contributions in relation to manipulating e-learning technologies in general and CL strategy in particular with respect to language learning.https://jrciet.journals.ekb.eg/article_24540_9f5718f0412c20579fd90e03f1c38f31.pdfAssociation of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91071420151001The Effectiveness of Two Writing Workshops ─ Paper-Based Versus Computer-Based ─ in Developing Preparatory School Pupils’ Writing Performance891202454110.21608/jrciet.2015.24541ENSamah Mohammed FahimEl-SakkaFaculty of Education- Suez UniversityJournal Article20150114T
he present study aimed to compare the effect of applying the paper-based writing workshop to the computer-based one in teaching writing to second-year preparatory school pupils in Suez Governorate. Participants of the study included two 2<sup>nd</sup> year intact classes (n=50), from Old Suez Prep School for Girls divided into two equivalent groups: Experimental one (the paper-based, n=25), and experimental two (the computer-based, n=25). The two groups were tested using the pre and post writing performance tests before and after the experiment. The experiment lasted for three months during the second term of 2014-1015 academic year. During this period, the paper-based group was exposed to the paper-based writing workshop program while the computer-based one was exposed to the computer-based writing workshop program. Differences between the pupils’ means of scores on pre-test and post test were calculated for each group separately using Paired Samples T-Test. Significant differences were found between the pre-test and posttest of writing performance of the paper-based group whereas no significant differences were found between the pre-test and posttest of writing performance of the computer-based group. Independent Samples T-Test was used to calculate the differences between the mean gain scores of the paper-based group and that of the computer-based one on the pre test and the post test of writing performance. Significant differences existed between the students’ mean gain scores of the paper-based group and those of the computer-based one on the pre and post tests in favor of the paper-based group.https://jrciet.journals.ekb.eg/article_24541_6c6ca201a709d2357839dab2d2d1a18e.pdfAssociation of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91071420151001Attitudes of Faculty Staff towards Using the Blackboard E-Learning Management System in Teaching the Courses1211632454210.21608/jrciet.2015.24542ENGhada AbdelhamedAbdelazizFaculty of Specific Education, Banha UniversityJournal Article20150114T
his study aimed at identifying the faculty staff abilities for using the Blackboard E-Learning Management System (LMS) in teaching the courses. It also aimed at identifying their attitudes towards it and the differences in attitudes according to academic degree (professor, associate professor, assistant professor, assistant lecturer and demonstrator), experience in using the computer (one, two, five, and more than five -years -experience), and the level of utilizing e-learning in teaching the courses (complete, blended and supportive e-learning). The sample of the study consisted of female faculty staff (n= 60) teaching at the Faculty of Arts and the Faculty of Education, King Khalid University. Their ages ranged from 23 to 55 from different nationalities and specializations. Frequencies, percentages and good fit (Chi-square) in addition to relative weight for each statement in addition to importance of each statement were estimated to assess the agreement and disagreement in attitudes among the members of the sample concerning their responses to the items of the scale. Analysis of variance was calculated to identify the differences in attitudes towards using the Blackboard LMS according to academic degree, experience in using the computer and the level of utilizing e-learning in teaching the courses. The results of the study revealed that the faculty staff utilized most of the techniques of using the Blackboard LMS in teaching the courses. In addition, they had most of the teaching skills using the Blackboard LMS. They had no prior experience in using the Blackboard LMS except for participating as a learner in the virtual classroom training sessions. Concerning faculty staff attitudes towards using the Blackboard LMS in teaching the courses, there were no statistical significant differences in attitudes due to academic degree (professor, associate professor, assistant professor, assistant lecturer and demonstrator). Besides, there were no statistical significant differences due to experience in using the computer (one, two, five, and more than five -years -experience), or the level of utilizing e-learning in teaching the courses (complete e-learning, blended e-learning and supportive e-learning).https://jrciet.journals.ekb.eg/article_24542_81edb4f9d160b1309169989c460ea9cd.pdfAssociation of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91071420151001Programme proposé basé sur la stratégie de résolution de problèmes pour développer quelques compétences de la pensée critique chez les étudiants de la faculté de pédagogie, section de français1651942454410.21608/jrciet.2015.24544ENHeba Atia AliSalemFaculté de Pédagogie, Université de MansourahJournal Article20150114C
ette recherche avait pour but de mesurer l’efficacité d'un programme proposé basé sur la stratégie de résolution de problèmes au développement de quelques compétences de la pensée critique. Afin d'atteindre ce but, la chercheuse a élaboré deux outils : un questionnaire des compétences de la pensée critique nécessaires aux étudiants de l'échantillon de la recherche et un test des compétences de la pensée critique. L'échantillon était composé de 90 étudiants à la deuxième année, section de français, faculté de pédagogie, université de Mansourah, la chercheuse l'a réparti en deux groupes : un groupe expérimental (45 étudiants) qui a appris selon la stratégie de résolution de problèmes et un groupe témoin (45 étudiants) qui a appris selon la méthode traditionnelle. Les résultats ont abouti à l’efficacité du programme proposé au développement de quelques compétences de la pensée critique chez les étudiants de l'échantillon de la recherchehttps://jrciet.journals.ekb.eg/article_24544_620431e2c56625656d7f12da29615504.pdf