Saudi Cultural Missions Theses & Dissertations
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Item Restricted Flipping Virtual Classroom through Gamification: Its Effect on Students’ Autonomous Motivation, Learning Achievements, and Completion Rate of Pre-session Activities in Saudi Higher Education(Newcastle University, 2024) Albshry, Mohammad Atyah H; Gleaves, Caroline WalkerThe growing use of online learning and learner-centred models in the last few years has been triggered by several factors, including an increasing emphasis on learner autonomy within educational sectors, rapid advancement of learning technology, and developments due to the Covid-19 pandemic. One key adaptation of educational technology that has attracted much attention from instructors and educational institutions alike has been the adoption of flipped learning strategies in fully online learning modes. However, their implementation, particularly in computer science (CS) higher education, has not been without challenges, and the literature reveals a lack of consensus as to the exact format of flipped classes linked to effective learning. For example, many studies have revealed students’ lack of motivation for completing pre-class activities, yet do not suggest ways in which such behaviour may be mitigated. Since the success of the flipped learning pedagogical approach relies on students’ pre-session preparation, research that critically examines student motivation within pre-class tasks is much needed. The purpose of the current study, therefore, is mainly to investigate the issue of student motivation during preparation for flipped learning classes and determine whether integrating gamification into a flipped virtual classroom (FVC), based on self-determination theory (SDT) as a theoretical framework, may act to effectively prepare students. Specifically, this research seeks to examine students’ autonomous learning motivation, learning achievement, and their completion rates of pre-session tasks and critically explore the efficacy of the online flipped learning approach when the SDT-based gamification is integrated. The study sample consisted of 66 first-year university students recruited in two groups: an experimental group (n=34) employed a gamified FVC, and a control group (n=32) applied a non-gamified FVC. It employed a mixed-method design, adopting pre-post tests, formative assessments, pre-post questionnaires, VLE statistical reports, and semi-structured interviews (using deductive and inductive thematic analysis) to assess any possible changes in CS students’ autonomous learning motivation, learning achievement, and completion rates of the pre-class activities in the context of Saudi higher education. The findings indicate that the computed gain score (gain score= post-pre) means of the achievement tests in the gamified FVC group was significantly higher than in the control group, revealing positive changes in students’ autonomous motivation, which might be attributed to using the gamified FVC in the intervention group compared to the other group. Students in the gamified FVC group also recorded a significantly higher overall completion rate of pre-session activities than their non-gamified FVC counterparts. The study found a moderate correlation between the students’ autonomous motivation and the task completion rate variables; the more motivated students were, the more pre-class tasks they completed. The study’s analysis showed that the intersection between STD-based gamification and online flipped learning strategies might contribute to motivating university CS students autonomously to learn because of supporting their three basic psychological needs for autonomy, competence, and social relatedness. This study has theoretical and practical implications for various levels of learning, particularly in higher education, where motivation is a key antecedent of engaged learning, but strategies for increasing motivation might need to be explored and introduced more systematically. Furthermore, since autonomy is regarded as an essential element of learning development and where, in parallel, blended learning is based explicitly upon, or adapting, flipped learning principles, such approaches might need to be more actively explored in terms of academic learning development. Thus, future research is recommended to examine the effectiveness of using the gamified FVC method in different educational stages and disciplines.69 0Item Restricted EXAMINING THE PSYCHOSOCIAL AFFORDANCES OF ONLINE LEARNING: PERCEPTIONS OF GIFTED ADOLESCENTS AND THEIR TEACHERS(University of Wollongong, 2024) Alqahtani, Yasmin Saif s; Vialle, WilmaThis thesis investigated the psychosocial affordances of online learning as perceived by gifted adolescents, teachers, and counsellors across six gifted high schools in Saudi Arabia. Research on educational technology for gifted students is limited, especially in fostering psychosocial development through online learning. Gifted adolescents, diverse in social competence and psychosocial needs, often struggle with poor self-concept and social adjustment during adolescence. Drawing on Erikson’s (1963) Theory of Psychosocial Development and Gibson’s (1966, 1977, 1979) Affordance Theory as a framework, this study attempted to fill this gap by examining how online learning environments address the psychosocial needs of gifted students and evaluated their impact on psychosocial development. The study employed dataset triangulation, using quantitative analysis of strength-based survey results and qualitative assessment of participant attitudes, opinions, and behaviours, organising survey and interview data into thematic clusters. Data collected from 300 gifted students, ten gifted teachers, and six school counsellors revealed that online learning enhanced creativity and academic quality for gifted students. Technology was viewed as essential for self-directed learning and career readiness. However, opinions varied regarding its efficacy in addressing psychological needs and building community. Teachers prioritised learner-centred approaches and recognised their evolving role as facilitators in online environments yet exhibited varying levels of digital expertise. Educators expressed a favourable attitude towards digital tools for academic purposes, highlighting their potential to optimise the learning experience and address students’ psychological well-being. Qualitative data highlighted educators’ multifaceted role in fostering effective communication, creating positive learning environments, and supporting academic skill development. Overall, this study informs stakeholders about the value of psychosocial affordances in online learning environments.33 0Item Restricted An Investigation into the Effectiveness of Online Learning Platforms at Umm Al-Qura University in Saudi Arabia Post- Covid19(University of South Wales, 2024-09) Alhajri, Norah; Jones, Wendy LeeOnline learning, a crucial approach for continuous learning and career advancement, has been integrated into the curriculum at Umm-Al-Qura University in Saudi Arabia. This study aims to evaluate faculty perspectives on the effectiveness of online learning activities offered at Saudi Arabian colleges using Stufflebeam’s evaluation model. A qualitative study using semi-structured interviews was conducted. The study comprised nine faculty members from the specified academic fields. The interviews underwent transcription and were subsequently analysed using the theme analysis research approach, leading to the identification of three themes: faculty’s views of online learning, instructional planning and student participation. The faculty held divergent views on the goals and substance of online sessions; nonetheless, they unanimously acknowledged that these sessions aligned with the objectives of the modules and effectively met students’ needs. Every participant expressed discontent with the level of student involvement and provided recommendations to enhance online learning sessions. Issues related to scheduling academic activities were among the challenges mentioned in the learning environment. Drawing from the findings, suggestions were formulated for pedagogical approaches and prospective investigations.11 0Item Restricted Evaluating the Impact of Online Learning on Nursing Student Satisfaction: A Systematised Review(University of Glasgow, 2024) Alshammari, Albandary; Mullen, RosemaryAbstract 2 Background: There has been a significant shift towards online learning in nursing education, driven by technological advancements and the Covid-19 pandemic. Questions have been raised about this transition’s impact on student satisfaction. Purpose: This systematised review evaluates the impact of online learning programmes on satisfaction among nursing students. Methods: The review question, formulated using the PIO framework, is as follows: What is the impact of online learning programmes on satisfaction among nursing students? Hand searching and searches of Google Scholar, PubMed, Ovid (Medline) and EBSCOhost (ERIC) databases were conducted for studies published from 2020 to 2024. The inclusion criteria focused on studies involving nursing students, online learning interventions and quantitative designs on student satisfaction. The Effective Public Health Practice Project’s quality assessment tool was used to evaluate the included studies. Results: Seven studies met the inclusion criteria. The findings were synthesised into six themes: overall satisfaction with e-learning, satisfaction with specific aspects of e learning, engagement and learning experiences, confidence in skills, barriers to e learning and impact of specific interventions. Generally, high satisfaction levels were reported, especially concerning teaching quality and technological support, although lower satisfaction was noted concerning assessment methods. Higher engagement was found to lead to higher satisfaction, and students felt confident in their skills due to online learning. Challenges included the clarity of instructions, eye strain and connectivity issues. Mobile apps and e-logbooks showed promise for enhancing satisfaction. Conclusion: Online learning generally satisfies nursing students and enhances the learning experience. However, addressing challenges, such as assessment methods and technological barriers, is crucial for further improvement.14 0Item 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 Emergency Remote Teaching during COVID-19: A Case Study of Male EFL Teachers’ and Students’ Perceptions from a Saudi English Language Institute(Western Sydney University, 2023) Aloufi, Abdulrahim; Zammit, Katina; Skillen, MareeCOVID-19 required English as a Foreign Language (EFL) teachers in higher education to shift from face-to-face delivery of content and interaction to online delivery for the learning of English. Effective online learning requires a systematic model for design and development to ensure the quality of the instruction which might be absent in emergency remote teaching (ERT) situations. ERT is a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances which raises concerns about practices of online teaching during COVID-19. These concerns include lack of teacher’s expertise in designing online courses, the instructor’s role, pedagogical practices, level of students’ engagement and application to tasks. For EFL teachers in Saudi Arabia the shift to online delivery was a significant challenge as many believe the use of technology is an obstacle to their teaching of English, not a benefit. Teaching online demands a different approach to pedagogy beyond the didactic practices frequently employed in Saudi Arabian EFL classrooms. The aim of this study was to investigate EFL teachers’ and students’ perceptions of the teaching and learning undertaken in EFL classrooms at a higher education language Institute in Saudi Arabia during COVID-19. The study employed a mixed method–case study approach whereby both quantitative and qualitative data were collected in two main phases. Phase one involved online questionnaires undertaken by seventy-six (76) male teachers and 391 male students about the current practices of implementing and integrating technology to support Saudi male students learning English during COVID-19. Descriptive statistics was used to examine and analyse the numerical data from the questionnaires. In phase two, semi-structured interviews with seven teachers and three focus group interviews with thirteen students were also conducted to provide a more in-depth understanding of how teachers and students used technology during ERT and their perceptions of this usage to learn English. Thematic analysis was used to interpret qualitative data from the interviews and the focus groups. The findings provide an insight into the participants’ perceptions of teaching and learning during COVID-19 associated with ERT. In general, the study discovered that EFL teachers rarely used social media and other online language tools to teach English during COVID-19. Not all EFL teachers were successful in implementing ERT during COVID-19. Based on the SAMR model, their application of ERT can be viewed as being at the enhancement level with a combination of substitution (S) and augmentation (A). A few EFL teachers were able to advance to the transformation level and used various online tools to increase the interactive and engaging elements of the learning process. Few teachers, however, modified (M) or redefined (R) their teaching practices using technology. Teachers lacked technological knowledge (TK), technological pedagogical knowledge (TPK) and, for some, technological pedagogical content knowledge (TPACK) which influenced how they designed learning. The study also showed that integrating technology to learn English during COVID-19 was a success for both EFL teachers and students. EFL teachers and students agreed that remote learning and teaching could boost students’ self-directed learning, language proficiency, and engagement. However, poor internet connection and the maintenance of the Blackboard learning management system (LMS) provided technical challenges that EFL teachers and students encountered during ERT. Overall, the findings of the thesis suggest developing the pedagogical approaches in Saudi Arabia, particularly in the field of EFL education, would benefit teachers and students, enhance remote teaching and learning, and support students’ learning. This thesis also offers a number of recommendations and implications for future research.34 0Item Restricted The University of Sheffield Students' Perceptions and Preferences of Online versus Traditional (Face-to-Face) Learning in the Post-COVID-19 Era(Saudi Digital Library, 2023-11-30) Aljohani, Amani; Ford, NigelBackground: In light of the COVID-19 pandemic, institutions have turned to online learning to ensure continuity of education. This crisis underscored the need to adapt to the shifting balance between traditional (face-to-face) lectures and online instruction. Aim: This study aims to explore Sheffield University students' perceptions of online compared to traditional (face-to-face) learning in terms of potential benefits and identify their preferred learning mode in the post-COVID-19 era. Methods: This study was conducted at the University of Sheffield using quantitative research methodology. The data were collected through an online questionnaire. 52 students participated in the study, recruited via email using a non-probability sampling technique. Data analysis was carried out using SPSS software. Results: The results revealed statistically significant differences in students' perceptions of the benefits of online versus traditional learning, with traditional learning perceived as more advantageous. While they placed a high value on the benefits of traditional learning, their perceptions of online learning were moderate. Students are aware of the potential benefits of online learning, but they also have some reservations. These results highlight students' positive perception of traditional (face-to-face) learning and its potential benefits. According to these findings, more than a third of the students preferred traditional education after the COVID-19 pandemic, while a smaller minority preferred online learning. Notably, the majority (59.60%) preferred blended learning. Motivation and engagement emerged as the most important factors influencing their preferences. Conclusions: This study provides insights into students' perspectives on learning modes in the post-COVID-19 era. The rising trend towards blended learning highlights educational strategies incorporating the best aspects of traditional and online learning. However, students' concerns about online learning require further investigation, with future research focusing on possible solutions.54 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 0Item Restricted Online Learning during COVID-19 Pandemic at Tertiary Level in Saudi Arabia: Challenges and Benefits from the Students’ Perspective(2023) Almjlad, Amal; Walsh, ElaineDue to the recent coronavirus (COVID-19) outbreak, a temporary interruption of education activities occurred all over the world. The sudden and quick shift from face-to-face learning mode to the sole online learning mode affected the perceptions of students toward the online learning application. This study investigated the perceptions of students toward the online learning application. It involved sixty students studying in different colleges at Northern Border University in Saudi Arabia. A questionnaire survey was designed to obtain quantitative data and Interviews were used to obtain the qualitative data. The data were analysed quantitatively and qualitatively. The quantitative data analysed using SPSS and the qualitative data were thematically analysed based on Braun and Clark's (2006) steps. The results discovered that the Saudi university female students showed positive attitudes and perceptions toward using online learning through attending online classes and doing their activities online because they viewed that online learning brought them many benefits referred to in detail in the results chapter. However, the students indicated that they faced a serious problem represented in the internet connection where most of them mentioned that they faced either frequent cut-offs in internet connection or poor quality in the internet connection negatively affected their attendance in their online classes and their performance in completing their online activities. Finally, the study provided some important recommendations for different stakeholders48 0