Turkish Online Journal of Distance Education, 2020
The purpose of this study was to assess the effects of using WiziQ platform as a virtual classroo... more The purpose of this study was to assess the effects of using WiziQ platform as a virtual classroom on students' achievement, motivation and attitudes. The sample of this study consists of 42 students enrolled in the course of "Educational and Information technology" at the college of education, Sultan Qaboos University. The participating students were assigned randomly to a control and experimental group (17 and 25 students respectively). Data collection tools included: an academic achievement test, motivation scale and attitude scale. The results of the study showed that there is a significant difference in the mean scores of the post-test between the control group and experimental group in favor of experimental group. The results also indicated that students in the experimental group developed positive attitude towards using WiziQ virtual classroom in their learning. In addition, the findings showed that students in the experimental group were more engaged and motivated to learn compared to their counterparts in the control group.
The purpose of this analytical paper is to describe the Development of Distance Learning For Comm... more The purpose of this analytical paper is to describe the Development of Distance Learning For Common Courses Research Project at the Omani Sultan Qaboos University (later, SQU); analyzing literary evidence of the possibility of offering distance learning (later, DL) courses as a ...
International Journal of Emerging Technologies in Learning (iJET), 2020
This study aimed to examine the effectiveness of a 3D-Virtual Reality Learning Environment the Om... more This study aimed to examine the effectiveness of a 3D-Virtual Reality Learning Environment the Omani 8th-grade students' achievement and motivation towards physics learning. To achieve the study objectives, data were collected using two instruments: an achievement test and a motivation questionnaire. The sample consisted of sixty-five female students. They were divided into two groups, (32) students in the experimental group and (33) students in the control group. The findings of this research study indicated a greater improvement in students' achievement in physics after using the 3D-VRLE compared to their counterparts in the traditional learning environment. Furthermore, the results showed that the 3D-VRLE has a positive effect on students' motivation towards physics learning. In the light of these findings, the study recommended the importance of using the 3D-VRLE in the Ministry of Education schools. Research areas for future investigation in the field of the 3D-VRLEs were also suggested.
This research seeks to (1) implement a model for an inquiry based learning environment using lear... more This research seeks to (1) implement a model for an inquiry based learning environment using learning objects (LOs), and (2) apply the model to examine its impact on students' learning. This research showed that a welldesigned learning environment can enhance students learning experiences. The proposed model was applied to an undergraduate course offered by the Faculty of Education, Sultan Qaboos University, in 2009. Results indicate that the implementation of the web-based inquiry-learning model was successful and adequate to the learning setting. This model of learning helped most students to manage the tools and techniques used during the course; freedom on the construction of presentations allowed students to explore creatively the subject domain; independent learning together with presentations contributed to preserve the uniqueness and value of each student's production. Finally, the open educational resources used as support were of fundamental importance.
The effects of conceptual orienting questions and differences in prior knowledge on factual learn... more The effects of conceptual orienting questions and differences in prior knowledge on factual learning and problem solving in biology were examined. A total of 107 10th graders were assigned to a control group, an orienting questions group, or an Orienting question-plus-rationale group. After initial training, participants completed a 2-day introductory lesson on genetics. One day after completing the instruction, a posttest was administered. Overall, both question groups outperformed the control group. In addition, problemsolving scores improved proportionately more than fact scores through the use of questions and rationale. Meaningful responses to the embedded orienting questions were greatest for the question-plus-rationale group and were significantly correlated with posttest performance. High-level orienting questions, designed to activate existing knowledge based upon conceptual relevance to forthcoming instruction, are of greatest value when a rationale for their use is provided.
Online learning technologies and virtual learning environments in particular are attracting consi... more Online learning technologies and virtual learning environments in particular are attracting considerable attention, and are likely to form key strategic aspects of teaching and learning science subjects at the post secondary level. Learners at various levels seem to enjoy the autonomy of gaining access to expertise through online communications and web-based resources. However, simply having access to knowledge without experience does not seem to be sufficient for the development of problem solving expertise and metacognitive control. This study investigated the effects of embedded metacognitive prompts on students' metacognitive awareness, and the effects of virtual tutoring on the development of students' metacognitive problem solving expertise in physics. Virtual tutoring environment in this study can be described as an online environment that consists of different metacognitive scaffolds: expert modelling on digital online video, access to procedural, and selfassessment prompts, and collaborative interaction among teachers and students on a WebCT platform. The results suggest that embedded metacognitive prompts can be used as scaffolds to enhance learners' awareness of their ongoing thinking processes, and the need to plan their course of action and check their accuracy as they progress through any problem solving task. It also appears that externalizing the expert's mental activities to the students can be an effective scaffolding strategy in guiding students' attention to specific aspects of their learning processes, and engaging them in selfassessment of their own learning and understanding.
The Turkish Online Journal of Educational Technology, 2012
This research seeks to (1) implement a model for an inquiry based learning environment using lear... more This research seeks to (1) implement a model for an inquiry based learning environment using learning objects (LOs), and (2) apply the model to examine its impact on students' learning. This research showed that a welldesigned learning environment can enhance students learning experiences. The proposed model was applied to an undergraduate course offered by the Faculty of Education, Sultan Qaboos University, in 2009. Results indicate that the implementation of the web-based inquiry-learning model was successful and adequate to the learning setting. This model of learning helped most students to manage the tools and techniques used during the course; freedom on the construction of presentations allowed students to explore creatively the subject domain; independent learning together with presentations contributed to preserve the uniqueness and value of each student's production. Finally, the open educational resources used as support were of fundamental importance.
Recent advances in relation to information technology and learning environments have stimulated i... more Recent advances in relation to information technology and learning environments have stimulated interest and discussion concerning student empowerment. It is apparent that the impact of information technology is increasing on all aspects of our lives. Information technology has changed the way individuals access, process, store, and utilise information. Given the increasing. amount of scientific knowledge and information being generated by society, and the pace of technological change, it is imperative that students be empowered to become more independent and lifelong learners who can reconstruct knowledge, extend information, and make learning resources work for them. Student empowerment requires that more emphasis be put on the tools and processes of learning, and less on prepositional and procedural knowledge. Research has provided compelling evidence that effective learners appear to be active information processors who can successfully control and monitor their learning activities. Apparently, students need to develop a range of skills and strategies from which they can select appropriately, and adapt flexibly, to meet the needs of different learning situations. However, student empowerment involves more than just fitting different training packages into existing environments. It requires restructuring learning environments to be more open, situated, technologically based, and supportive of decision making, responsibility, autonomy, and selfregulation. In this paper, the needs for student empowerment are highlighted, examples of practical applications of student empowerment are provided, research on several aspects of student empowerment is briefly reviewed and analysed, and implications for designing learning environments are summarised.
The current study examined two hypothesized models in which teachers' efficacy beliefs are predic... more The current study examined two hypothesized models in which teachers' efficacy beliefs are predicted by teaching attitudes and teaching anxiety. Attitudes and anxiety, as predictors, interchanged the role of being exogenous variable in the two suggested models. Data from 329 pre-service teachers showed moderate relationships among the three variables with the strongest relationship reported between teaching anxiety and efficacy beliefs. Path analysis showed support for the model in which teaching attitude was the predictor of both anxiety and efficacy beliefs. The study results emphasized the need for paying attention to the nature of applied experiences the pre-service teachers get during university years and the importance of careful design of preparation teacher programs. Further studies should investigate the model through intervention and longitudinal researches.
Purpose-This study examined the impact of a holistic school improvement model on overall school e... more Purpose-This study examined the impact of a holistic school improvement model on overall school effectiveness, More specifically, it attempted to answer two questions: 1) Are there any significant differences in school performance between the control group and the experimental group before and after the experiment? 2) Is there any significant improvement in the experimental group school effectiveness before and after the experiment?
and capabilities they carry. The practical training of students at companies and institutions in ... more and capabilities they carry. The practical training of students at companies and institutions in different sectors during their university study is one of the most important elements of the academic programs in the university, where the student spends a specific period in one of the work related to his specialization during the study and shows the impact of this training in the achievement of the student before graduation and his career after graduation .It helps the recruitment agencies know the qualifications of the competencies and capabilities they carry. The aim of this study is to identify the technical skills that graduates at department of Educational Technology should have in light of the needs of the labor market. The current research followed the descriptive analytical method. The research population consists of those who are responsible for training and human development with a group of public and private institutions inside and outside Oman, as well as graduates at Educational technology department. The research sample included 391 from those who are responsible for training and human development institutions from a range of public and private sector organizations in Oman, UAE, Bahrain and Qatar, as well as a group of graduates from the Department of Educational Technology. The list is consisted of 79 technical skills that graduates at Educational technology department should have in light of the needs of the labor market. The results also indicate a difference in arranging these skills in terms of priority and importance in the light of a group of variables.
International Journal for Research in Education, 2022
This study aimed to investigate the effect of using flipped learning on
developing students’ skil... more This study aimed to investigate the effect of using flipped learning on developing students’ skills of using the interactive whiteboard program. The research methodology was based on a quasi- experimental research design. The sample consisted of 33 students in the control group and 34 in the experimental group, who were enrolled in an introductory educational technology course (TECH3007) at Sultan Qaboos University. The data collection instruments included an achievement test and an observation checklist. The results revealed that there are statistically significant differences at the level of 0.05 between the mean scores of the students in the experimental and control groups in the post testing of both the achievement test and the observation checklist in favor of the experimental group. In light of the results of the research, a set of recommendations were presented, such as paying more attention to adopting flipped learning among both students and faculty members, preparing the required infrastructure, and spreading awareness of its importance and effectiveness in higher education.
European Journal of Humanities and Social Sciences, 2022
The past two decades have witnessed an exponential increase of both blended and fully online cour... more The past two decades have witnessed an exponential increase of both blended and fully online courses in higher education. Nevertheless, despite the invested efforts in defining and examining quality issues concerning online courses, there seems to be an equal growth in the challenges as well as the boundaries for defining the quality of online courses. According to a large body of literature, it appears that the most common instruments for gauging quality are course evaluations and surveys from the perspectives of instructors, learners, and administrators based on their perceptions, and experiences. In light of the rapidly changing needs of the new generation of "digital" learners, this study aims to redefine the quality of online courses from a comprehensive perspective that would expand the quality standards beyond pedagogical issues to include the hidden aspects of quality such as the instructional design, web design, facilitation and coaching, course presentation, learning experience, as well as service experiences. The study employs a mixed-method research design including, a descriptive-analytic methodology of both quantitative and qualitative approaches, where a triangulated set of data were collected from a diverse sample of Instructional designers, SMEs, and students enrolled in a fully online course at Sultan Qaboos University. The outcomes of this study could be used as a blueprint for designing online courses that respond to learners' diverse needs.
The present study aimed to examine the impact of Virtual Writing Tutor (VWT) software on the acad... more The present study aimed to examine the impact of Virtual Writing Tutor (VWT) software on the academic writing skills of Year 1 Omani EFL students in the College of Applied Science, (CAS)-Sohar and their attitudes towards using VWT software to enhance their academic writing skills. The sample consisted of 35 students in the control group and 35 in the experimental group (Total N= 70) who were enrolled in the English for Academic Purposes (ENAP1002) course at CAS-Sohar. The data collection tools included pre-test and post-test for the two groups, and attitude scale for the experimental group. The findings of the study showed a positive large effect size (Cohen's d = 0.88) of VWT on writing skills. In addition, Year 1 students in the experimental group enjoyed using the VWT software and found it beneficial and helpful in checking the accuracy of their essays including spelling, punctuation, grammar and vocabulary. In light of the research findings, implications and recommendations for future research were outlined.
Malaysian Journal of Learning and Instruction, 2019
Purpose-This study examined the impact of a holistic school improvement model on overall school e... more Purpose-This study examined the impact of a holistic school improvement model on overall school effectiveness, More specifically, it attempted to answer two questions: 1) Are there any significant differences in school performance between the control group and the experimental group before and after the experiment? 2) Is there any significant improvement in the experimental group school effectiveness before and after the experiment?
Interdisciplinary Journal of Virtual Learning in Medical Sciences, 2021
Background: 3D-Virtual Reality Learning Environments (3D-VRLEs) have proven effective in stimulat... more Background: 3D-Virtual Reality Learning Environments (3D-VRLEs) have proven effective in stimulating student engagement in teaching and learning processes. However, some principles should be considered before introducing and implementing these learning environments in science education. This paper aims to document the principles that guide the design and development of the 3D-VRLE in science education and to draw the implications for the Omani educational context. Methods: A design-based research (DBR) methodology was conducted to gather data using two instruments: literature review and semi-structured interviews. One specialist developer and two Subject Matter Experts were selected for interviews using purposeful sampling. The in-person interviews consisted of seven questions and a three-hour discussion. The questions were centered on the technological features of 3D-VRLE applications, the instructional design process used to develop these educational applications, and the design principles used in their development. Keywords used for the literature review included biology, physics, chemistry, science, DBR, 3D-virtual reality, lab, and learning environment. Inductive thematic analysis was used as a technique for analyzing the interview data. Results: The findings pointed to a systematic and planned design process for 3D-VRLE in accordance with the ADDIE model. It was found that the design principles of the 3D-VRLE should include authentic and instructionally grounded systems, a collaborative and motivating environment, and student-centered instruction. Conclusion: 3D-VRLEs may have significant implications for the teaching of science in terms of the physical arrangement of classrooms, the way the teacher delivers the topic, the number of students in the classroom, and the type of technology that needs to be adopted in schools. This study presented the blueprints required by Omani science curriculum designers for the design/development of 3D-VRLE. This allows them to take the initiative in design and production of relevant learning materials and products and use them effectively in the educational context of Oman.
E-learning has become a viable mean to both Massive Open Online Courses (MOOCs), and Small Privat... more E-learning has become a viable mean to both Massive Open Online Courses (MOOCs), and Small Private Open Courses (SPOCs). Research has shown that the quality and effectiveness of these types of courses depend largely on the contextual factors that may impact the design and development of online courses. This study highlights a design framework for a SPOC offered at Sultan Qaboos University. It employs a design-based research methodology, which is a systematic research approach aimed to improve instructional practices through iterative analysis, design, development, and implementation to produce contextually-sensitive design principles. The sample of this study consists of a diverse group of subjects including instructional designers, subject-matter experts, as well as students. The findings illustrate the importance of contextual logistics that need to be considered in the design and development of SPOCs. The findings also highlight the importance of the DBR as a suitable research methodology for similar developmental studies.
In response to the lockdown of Sultan Qaboos University and closure of all schools in Oman, the c... more In response to the lockdown of Sultan Qaboos University and closure of all schools in Oman, the college of education activated an E-learning 'Emergency Remote Teaching' Plan for the Spring semester, and the student teacher practicum programme. The primary purpose of the intended paper is to highlight the impact of COVID-19 pandemic on the Sultanate of Oman in general, and the education system in particular. The paper will also provide an analytic description of the college experience and lessons learnt from the impact of the pandemic on the changing teaching and learning landscape, and the diffusion and adoption of e-learning in teacher education.
Turkish Online Journal of Distance Education, 2020
The purpose of this study was to assess the effects of using WiziQ platform as a virtual classroo... more The purpose of this study was to assess the effects of using WiziQ platform as a virtual classroom on students' achievement, motivation and attitudes. The sample of this study consists of 42 students enrolled in the course of "Educational and Information technology" at the college of education, Sultan Qaboos University. The participating students were assigned randomly to a control and experimental group (17 and 25 students respectively). Data collection tools included: an academic achievement test, motivation scale and attitude scale. The results of the study showed that there is a significant difference in the mean scores of the post-test between the control group and experimental group in favor of experimental group. The results also indicated that students in the experimental group developed positive attitude towards using WiziQ virtual classroom in their learning. In addition, the findings showed that students in the experimental group were more engaged and motivated to learn compared to their counterparts in the control group.
The purpose of this analytical paper is to describe the Development of Distance Learning For Comm... more The purpose of this analytical paper is to describe the Development of Distance Learning For Common Courses Research Project at the Omani Sultan Qaboos University (later, SQU); analyzing literary evidence of the possibility of offering distance learning (later, DL) courses as a ...
International Journal of Emerging Technologies in Learning (iJET), 2020
This study aimed to examine the effectiveness of a 3D-Virtual Reality Learning Environment the Om... more This study aimed to examine the effectiveness of a 3D-Virtual Reality Learning Environment the Omani 8th-grade students' achievement and motivation towards physics learning. To achieve the study objectives, data were collected using two instruments: an achievement test and a motivation questionnaire. The sample consisted of sixty-five female students. They were divided into two groups, (32) students in the experimental group and (33) students in the control group. The findings of this research study indicated a greater improvement in students' achievement in physics after using the 3D-VRLE compared to their counterparts in the traditional learning environment. Furthermore, the results showed that the 3D-VRLE has a positive effect on students' motivation towards physics learning. In the light of these findings, the study recommended the importance of using the 3D-VRLE in the Ministry of Education schools. Research areas for future investigation in the field of the 3D-VRLEs were also suggested.
This research seeks to (1) implement a model for an inquiry based learning environment using lear... more This research seeks to (1) implement a model for an inquiry based learning environment using learning objects (LOs), and (2) apply the model to examine its impact on students' learning. This research showed that a welldesigned learning environment can enhance students learning experiences. The proposed model was applied to an undergraduate course offered by the Faculty of Education, Sultan Qaboos University, in 2009. Results indicate that the implementation of the web-based inquiry-learning model was successful and adequate to the learning setting. This model of learning helped most students to manage the tools and techniques used during the course; freedom on the construction of presentations allowed students to explore creatively the subject domain; independent learning together with presentations contributed to preserve the uniqueness and value of each student's production. Finally, the open educational resources used as support were of fundamental importance.
The effects of conceptual orienting questions and differences in prior knowledge on factual learn... more The effects of conceptual orienting questions and differences in prior knowledge on factual learning and problem solving in biology were examined. A total of 107 10th graders were assigned to a control group, an orienting questions group, or an Orienting question-plus-rationale group. After initial training, participants completed a 2-day introductory lesson on genetics. One day after completing the instruction, a posttest was administered. Overall, both question groups outperformed the control group. In addition, problemsolving scores improved proportionately more than fact scores through the use of questions and rationale. Meaningful responses to the embedded orienting questions were greatest for the question-plus-rationale group and were significantly correlated with posttest performance. High-level orienting questions, designed to activate existing knowledge based upon conceptual relevance to forthcoming instruction, are of greatest value when a rationale for their use is provided.
Online learning technologies and virtual learning environments in particular are attracting consi... more Online learning technologies and virtual learning environments in particular are attracting considerable attention, and are likely to form key strategic aspects of teaching and learning science subjects at the post secondary level. Learners at various levels seem to enjoy the autonomy of gaining access to expertise through online communications and web-based resources. However, simply having access to knowledge without experience does not seem to be sufficient for the development of problem solving expertise and metacognitive control. This study investigated the effects of embedded metacognitive prompts on students' metacognitive awareness, and the effects of virtual tutoring on the development of students' metacognitive problem solving expertise in physics. Virtual tutoring environment in this study can be described as an online environment that consists of different metacognitive scaffolds: expert modelling on digital online video, access to procedural, and selfassessment prompts, and collaborative interaction among teachers and students on a WebCT platform. The results suggest that embedded metacognitive prompts can be used as scaffolds to enhance learners' awareness of their ongoing thinking processes, and the need to plan their course of action and check their accuracy as they progress through any problem solving task. It also appears that externalizing the expert's mental activities to the students can be an effective scaffolding strategy in guiding students' attention to specific aspects of their learning processes, and engaging them in selfassessment of their own learning and understanding.
The Turkish Online Journal of Educational Technology, 2012
This research seeks to (1) implement a model for an inquiry based learning environment using lear... more This research seeks to (1) implement a model for an inquiry based learning environment using learning objects (LOs), and (2) apply the model to examine its impact on students' learning. This research showed that a welldesigned learning environment can enhance students learning experiences. The proposed model was applied to an undergraduate course offered by the Faculty of Education, Sultan Qaboos University, in 2009. Results indicate that the implementation of the web-based inquiry-learning model was successful and adequate to the learning setting. This model of learning helped most students to manage the tools and techniques used during the course; freedom on the construction of presentations allowed students to explore creatively the subject domain; independent learning together with presentations contributed to preserve the uniqueness and value of each student's production. Finally, the open educational resources used as support were of fundamental importance.
Recent advances in relation to information technology and learning environments have stimulated i... more Recent advances in relation to information technology and learning environments have stimulated interest and discussion concerning student empowerment. It is apparent that the impact of information technology is increasing on all aspects of our lives. Information technology has changed the way individuals access, process, store, and utilise information. Given the increasing. amount of scientific knowledge and information being generated by society, and the pace of technological change, it is imperative that students be empowered to become more independent and lifelong learners who can reconstruct knowledge, extend information, and make learning resources work for them. Student empowerment requires that more emphasis be put on the tools and processes of learning, and less on prepositional and procedural knowledge. Research has provided compelling evidence that effective learners appear to be active information processors who can successfully control and monitor their learning activities. Apparently, students need to develop a range of skills and strategies from which they can select appropriately, and adapt flexibly, to meet the needs of different learning situations. However, student empowerment involves more than just fitting different training packages into existing environments. It requires restructuring learning environments to be more open, situated, technologically based, and supportive of decision making, responsibility, autonomy, and selfregulation. In this paper, the needs for student empowerment are highlighted, examples of practical applications of student empowerment are provided, research on several aspects of student empowerment is briefly reviewed and analysed, and implications for designing learning environments are summarised.
The current study examined two hypothesized models in which teachers' efficacy beliefs are predic... more The current study examined two hypothesized models in which teachers' efficacy beliefs are predicted by teaching attitudes and teaching anxiety. Attitudes and anxiety, as predictors, interchanged the role of being exogenous variable in the two suggested models. Data from 329 pre-service teachers showed moderate relationships among the three variables with the strongest relationship reported between teaching anxiety and efficacy beliefs. Path analysis showed support for the model in which teaching attitude was the predictor of both anxiety and efficacy beliefs. The study results emphasized the need for paying attention to the nature of applied experiences the pre-service teachers get during university years and the importance of careful design of preparation teacher programs. Further studies should investigate the model through intervention and longitudinal researches.
Purpose-This study examined the impact of a holistic school improvement model on overall school e... more Purpose-This study examined the impact of a holistic school improvement model on overall school effectiveness, More specifically, it attempted to answer two questions: 1) Are there any significant differences in school performance between the control group and the experimental group before and after the experiment? 2) Is there any significant improvement in the experimental group school effectiveness before and after the experiment?
and capabilities they carry. The practical training of students at companies and institutions in ... more and capabilities they carry. The practical training of students at companies and institutions in different sectors during their university study is one of the most important elements of the academic programs in the university, where the student spends a specific period in one of the work related to his specialization during the study and shows the impact of this training in the achievement of the student before graduation and his career after graduation .It helps the recruitment agencies know the qualifications of the competencies and capabilities they carry. The aim of this study is to identify the technical skills that graduates at department of Educational Technology should have in light of the needs of the labor market. The current research followed the descriptive analytical method. The research population consists of those who are responsible for training and human development with a group of public and private institutions inside and outside Oman, as well as graduates at Educational technology department. The research sample included 391 from those who are responsible for training and human development institutions from a range of public and private sector organizations in Oman, UAE, Bahrain and Qatar, as well as a group of graduates from the Department of Educational Technology. The list is consisted of 79 technical skills that graduates at Educational technology department should have in light of the needs of the labor market. The results also indicate a difference in arranging these skills in terms of priority and importance in the light of a group of variables.
International Journal for Research in Education, 2022
This study aimed to investigate the effect of using flipped learning on
developing students’ skil... more This study aimed to investigate the effect of using flipped learning on developing students’ skills of using the interactive whiteboard program. The research methodology was based on a quasi- experimental research design. The sample consisted of 33 students in the control group and 34 in the experimental group, who were enrolled in an introductory educational technology course (TECH3007) at Sultan Qaboos University. The data collection instruments included an achievement test and an observation checklist. The results revealed that there are statistically significant differences at the level of 0.05 between the mean scores of the students in the experimental and control groups in the post testing of both the achievement test and the observation checklist in favor of the experimental group. In light of the results of the research, a set of recommendations were presented, such as paying more attention to adopting flipped learning among both students and faculty members, preparing the required infrastructure, and spreading awareness of its importance and effectiveness in higher education.
European Journal of Humanities and Social Sciences, 2022
The past two decades have witnessed an exponential increase of both blended and fully online cour... more The past two decades have witnessed an exponential increase of both blended and fully online courses in higher education. Nevertheless, despite the invested efforts in defining and examining quality issues concerning online courses, there seems to be an equal growth in the challenges as well as the boundaries for defining the quality of online courses. According to a large body of literature, it appears that the most common instruments for gauging quality are course evaluations and surveys from the perspectives of instructors, learners, and administrators based on their perceptions, and experiences. In light of the rapidly changing needs of the new generation of "digital" learners, this study aims to redefine the quality of online courses from a comprehensive perspective that would expand the quality standards beyond pedagogical issues to include the hidden aspects of quality such as the instructional design, web design, facilitation and coaching, course presentation, learning experience, as well as service experiences. The study employs a mixed-method research design including, a descriptive-analytic methodology of both quantitative and qualitative approaches, where a triangulated set of data were collected from a diverse sample of Instructional designers, SMEs, and students enrolled in a fully online course at Sultan Qaboos University. The outcomes of this study could be used as a blueprint for designing online courses that respond to learners' diverse needs.
The present study aimed to examine the impact of Virtual Writing Tutor (VWT) software on the acad... more The present study aimed to examine the impact of Virtual Writing Tutor (VWT) software on the academic writing skills of Year 1 Omani EFL students in the College of Applied Science, (CAS)-Sohar and their attitudes towards using VWT software to enhance their academic writing skills. The sample consisted of 35 students in the control group and 35 in the experimental group (Total N= 70) who were enrolled in the English for Academic Purposes (ENAP1002) course at CAS-Sohar. The data collection tools included pre-test and post-test for the two groups, and attitude scale for the experimental group. The findings of the study showed a positive large effect size (Cohen's d = 0.88) of VWT on writing skills. In addition, Year 1 students in the experimental group enjoyed using the VWT software and found it beneficial and helpful in checking the accuracy of their essays including spelling, punctuation, grammar and vocabulary. In light of the research findings, implications and recommendations for future research were outlined.
Malaysian Journal of Learning and Instruction, 2019
Purpose-This study examined the impact of a holistic school improvement model on overall school e... more Purpose-This study examined the impact of a holistic school improvement model on overall school effectiveness, More specifically, it attempted to answer two questions: 1) Are there any significant differences in school performance between the control group and the experimental group before and after the experiment? 2) Is there any significant improvement in the experimental group school effectiveness before and after the experiment?
Interdisciplinary Journal of Virtual Learning in Medical Sciences, 2021
Background: 3D-Virtual Reality Learning Environments (3D-VRLEs) have proven effective in stimulat... more Background: 3D-Virtual Reality Learning Environments (3D-VRLEs) have proven effective in stimulating student engagement in teaching and learning processes. However, some principles should be considered before introducing and implementing these learning environments in science education. This paper aims to document the principles that guide the design and development of the 3D-VRLE in science education and to draw the implications for the Omani educational context. Methods: A design-based research (DBR) methodology was conducted to gather data using two instruments: literature review and semi-structured interviews. One specialist developer and two Subject Matter Experts were selected for interviews using purposeful sampling. The in-person interviews consisted of seven questions and a three-hour discussion. The questions were centered on the technological features of 3D-VRLE applications, the instructional design process used to develop these educational applications, and the design principles used in their development. Keywords used for the literature review included biology, physics, chemistry, science, DBR, 3D-virtual reality, lab, and learning environment. Inductive thematic analysis was used as a technique for analyzing the interview data. Results: The findings pointed to a systematic and planned design process for 3D-VRLE in accordance with the ADDIE model. It was found that the design principles of the 3D-VRLE should include authentic and instructionally grounded systems, a collaborative and motivating environment, and student-centered instruction. Conclusion: 3D-VRLEs may have significant implications for the teaching of science in terms of the physical arrangement of classrooms, the way the teacher delivers the topic, the number of students in the classroom, and the type of technology that needs to be adopted in schools. This study presented the blueprints required by Omani science curriculum designers for the design/development of 3D-VRLE. This allows them to take the initiative in design and production of relevant learning materials and products and use them effectively in the educational context of Oman.
E-learning has become a viable mean to both Massive Open Online Courses (MOOCs), and Small Privat... more E-learning has become a viable mean to both Massive Open Online Courses (MOOCs), and Small Private Open Courses (SPOCs). Research has shown that the quality and effectiveness of these types of courses depend largely on the contextual factors that may impact the design and development of online courses. This study highlights a design framework for a SPOC offered at Sultan Qaboos University. It employs a design-based research methodology, which is a systematic research approach aimed to improve instructional practices through iterative analysis, design, development, and implementation to produce contextually-sensitive design principles. The sample of this study consists of a diverse group of subjects including instructional designers, subject-matter experts, as well as students. The findings illustrate the importance of contextual logistics that need to be considered in the design and development of SPOCs. The findings also highlight the importance of the DBR as a suitable research methodology for similar developmental studies.
In response to the lockdown of Sultan Qaboos University and closure of all schools in Oman, the c... more In response to the lockdown of Sultan Qaboos University and closure of all schools in Oman, the college of education activated an E-learning 'Emergency Remote Teaching' Plan for the Spring semester, and the student teacher practicum programme. The primary purpose of the intended paper is to highlight the impact of COVID-19 pandemic on the Sultanate of Oman in general, and the education system in particular. The paper will also provide an analytic description of the college experience and lessons learnt from the impact of the pandemic on the changing teaching and learning landscape, and the diffusion and adoption of e-learning in teacher education.
Academic development and quality in Oman: mapping the terrain, 2010
Academic development and quality in higher education as a field of practice and scholarship, is i... more Academic development and quality in higher education as a field of practice and scholarship, is increasingly becoming a prominent feature of Higher Education Institutions (HEIs). As a result, HEIs are pressured to improve their academic programmes and ensure compatibility with international standards. Obviously, they respond to their intensifying accountability requirements in various ways. The Sultanate of Oman, for example, proposed a comprehensive and integrated quality management framework for all higher education institutions, and established an Accreditation Council that undertakes a comprehensive review of the requirements for academic quality assurance. Some HEIs have also opted for affiliation with external academic institutions. Being the major higher education institution in Oman, Sultan Qaboos University (SQU) has adopted effective quality assurance policies, and created its own quality control mechanisms. However, as pointed out by Tayler (2009), in all fields that are
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and problem solving in biology were examined. A total of 107
10th graders were assigned to a control group, an orienting
questions group, or an Orienting question-plus-rationale
group. After initial training, participants completed a 2-day introductory lesson on genetics. One day after completing the instruction, a posttest was administered. Overall, both question
groups outperformed the control group. In addition, problemsolving scores improved proportionately more than fact scores
through the use of questions and rationale. Meaningful responses to the embedded orienting questions were greatest for
the question-plus-rationale group and were significantly correlated with posttest performance. High-level orienting questions, designed to activate existing knowledge based upon conceptual relevance to forthcoming instruction, are of greatest
value when a rationale for their use is provided.
developing students’ skills of using the interactive whiteboard program. The
research methodology was based on a quasi- experimental research design.
The sample consisted of 33 students in the control group and 34 in the
experimental group, who were enrolled in an introductory educational
technology course (TECH3007) at Sultan Qaboos University. The data
collection instruments included an achievement test and an observation
checklist. The results revealed that there are statistically significant
differences at the level of 0.05 between the mean scores of the students in
the experimental and control groups in the post testing of both the
achievement test and the observation checklist in favor of the experimental
group. In light of the results of the research, a set of recommendations were
presented, such as paying more attention to adopting flipped learning
among both students and faculty members, preparing the required
infrastructure, and spreading awareness of its importance and effectiveness
in higher education.
and problem solving in biology were examined. A total of 107
10th graders were assigned to a control group, an orienting
questions group, or an Orienting question-plus-rationale
group. After initial training, participants completed a 2-day introductory lesson on genetics. One day after completing the instruction, a posttest was administered. Overall, both question
groups outperformed the control group. In addition, problemsolving scores improved proportionately more than fact scores
through the use of questions and rationale. Meaningful responses to the embedded orienting questions were greatest for
the question-plus-rationale group and were significantly correlated with posttest performance. High-level orienting questions, designed to activate existing knowledge based upon conceptual relevance to forthcoming instruction, are of greatest
value when a rationale for their use is provided.
developing students’ skills of using the interactive whiteboard program. The
research methodology was based on a quasi- experimental research design.
The sample consisted of 33 students in the control group and 34 in the
experimental group, who were enrolled in an introductory educational
technology course (TECH3007) at Sultan Qaboos University. The data
collection instruments included an achievement test and an observation
checklist. The results revealed that there are statistically significant
differences at the level of 0.05 between the mean scores of the students in
the experimental and control groups in the post testing of both the
achievement test and the observation checklist in favor of the experimental
group. In light of the results of the research, a set of recommendations were
presented, such as paying more attention to adopting flipped learning
among both students and faculty members, preparing the required
infrastructure, and spreading awareness of its importance and effectiveness
in higher education.