SACM - United States of America
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9668
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Item Restricted THE ROLE OF MASSIVE OPEN ONLINE COURSES (MOOCs) IN TEACHER PROFESSIONAL DEVELOPMENT DURING COVID-19: A SYSTEMATIC REVIEW(University of North Texas, 2024) Alqarawy, Meshael Abdulrahman S.; Spector, Jonathan MichaelThe systematic review in this study focuses on questionnaire-based quantitative and qualitative studies that focus on the role of massive open online courses (MOOCs) in teacher professional development, with a concentration on the COVID-19 lockdown period. Sixteen studies were selected to be included in this systematic review based on the inclusion and exclusion criteria. The study was designed to answer four main questions: (a) how have MOOCs been used in teacher professional development during the COVID-19 crisis? (b) what are teachers’ perspectives toward using MOOCs for professional development? (c) what teacher skills reported as critical in those studies can be improved using MOOCs? and (d) what challenges faced by teachers during the use of MOOCs for training are reported in those studies? The results of this review reveal that (i) MOOCs were used to support teachers moving online, improve their personal skills during that crisis, and allow them to meet teachers in different areas and share their experience through online camps; (ii) teachers viewed a set of positive and negative aspects of the available MOOCs, and they addressed some criticisms of the available MOOCs and factors that may impact the success of MOOCs; (iii) MOOCs during the COVID-19 pandemic focused on developing three types of skills in teachers: online teaching skills, personal skills, and specialization skills; and (iv) financial and technical challenges, the quality of the available MOOC content, and the lack of time combined with their duties during that time are the most critical challenges teacher faced.25 0Item Restricted Guidelines for Informed Instructional Strategy Selection in Online Higher Education: A Design and Development Research(Virginia Polytechnic Institute and State University, 2024-04-25) Alghamdi, Bushra; Lockee, BarbaraOnline education has become increasingly popular in recent years. Preparing for online teaching can be a complex process, and some instructors find it challenging to teach effectively due to a lack of preparation and guidance. As part of online teaching planning, selecting the appropriate instructional strategy is crucial to providing a quality online learning experience. Thus, instructional strategies aid in ensuring that students comprehend academic material, facilitate effective teaching and learning, and encourage student engagement. To address this issue, this study has been conducted to provide evidence-based guidelines for instructors in selecting effective instructional strategies for online courses in higher education. These guidelines are designed to assist faculty in choosing the right strategies for online learning, taking into account various factors that can influence this decision-making process. This study employs the design and development research (DDR) methodology to create an instructional strategy selection guide for online courses in higher education. The DDR methodology involves a systematic and empirical approach to developing and evaluating instructional and non-instructional products, tools, and models (Richey & Klein, 2007). The guidelines were created in four phases: analysis, design, development, and evaluation and validation. Each phase had a specific purpose in creating and refining the guidelines. These guidelines have been developed based on a foundation of theoretical concepts, a thorough analysis of relevant literature, and extensive evaluation and validation by experts in the field. By providing well-planned strategies for quality online education, this study contributes to research and content development in the field of online learning.20 0Item Restricted Respiratory Therapy Students’ Perception on Online Learning During COVID-19 in the Kingdom of Saudi Arabia(Saudi Digital Library, 2023-11-17) Alshehri, Faisal; Goodfellow, LyndaBACKGROUND: In response to the COVID-19 pandemic, electronic learning (E-learning) has emerged as the primary method for delivering educational materials, particularly within the scope of Saudi Arabian (SA) Respiratory Therapy (RT) education. PURPOSE: To evaluate the perception of E-learning among RT students in the Kingdom of Saudi Arabia (KSA) by comparing face-to-face learning to E-learning during the COVID-19 pandemic. METHODS: A cross-sectional survey to investigate the perception of E-learning was conducted and distributed using a convenience sample of RT students through an online platform (Google Forms) between September and November 2023. RESULTS: Overall, 221 RT students, with females accounting for 119 (53.8%), replied to the online survey. The study revealed several advantages of E-learning, including the ability to study at home (67.9%), access to online materials (64.7%), and learning at own pace (62.4%). The main disadvantages as indicated by most respondents were the lack of interactions with patients (70.1%), technical problems (56.6%), and reduced interaction with teachers (50.7%). No significant difference in the perceptions of knowledge enhancement between face-to-face and E-learning methods (P = .32). However, E-learning was considered a lower effective method than face-to-face learning for both clinical skill development (P < .001), and social competencies (P < .001). Additionally, respondents reported that they were less actively engaged during E-learning classes compared to face-to-face classes (P < .001). Nonetheless, a significant percentage of respondents (71.9%) claimed that E-learning was an enjoyable experience. CONCLUSION: This research emphasizes the potency of E-learning in terms of increasing knowledge as a valuable tool for educating Saudi RT students. Nevertheless, it highlights the need for a meticulously planned strategy and a proactive implementation approach to effectively implement clinical and social skills E-learning into the educational framework of RT students.37 0