scholarly journals Using an Outcome-Based Information Technology Curriculum and an E-Learning Platform to Facilitate Student Learning

10.28945/964 ◽  
2007 ◽  
Vol 4 ◽  
pp. 461-471 ◽  
Author(s):  
Azzedine Lansari ◽  
Abdallah Tubaishat ◽  
Akram Mahmoud Al-Rawi
Keyword(s):  
Information Technology ◽  
Student Learning ◽  
Technology Curriculum ◽  
Learning Platform ◽  
E Learning ◽  
Information Technology Curriculum

scholarly journals Using an Outcome-Based Information Technology Curriculum and an E-Learning Platform to Facilitate Student Learning

10.28945/3122 ◽  
2007 ◽  
Author(s):  
Azzedine Lansari ◽  
Abdallah Tubaishat ◽  
Akram Al-Rawi
Keyword(s):  
Information Technology ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Outcomes ◽  
United Arab Emirates ◽  
Faculty Members ◽  
Gulf Region ◽  
Learning Platform ◽  
E Learning ◽  
Information Technology Curriculum

A recently established university in the United Arab Emirates has shifted from an input-based teaching model to an outcome-based learning model. The outcome based academic model is new in the Gulf region and is designed to allow students and faculty members to work together to foster learning. This model is a dramatic departure from the traditional input model where students in the Gulf have learned to mainly accept and retain information. Using the university’s learning outcomes model, the College of Information Technology (CIT) has identified five learning outcomes and used them to develop its curriculum. All learning outcomes are integrated into all CIT courses. All students own a laptop and have wired and wireless access to various university resources such as the library, Blackboard, IT labs and the Internet. Currently, the CIT is moving to a web-based learning environment. Under this environment, the outcome-based academic model requires faculty members to shift their efforts from teaching or lecturing to facilitating student learning. CIT faculty are reshaping their course contents and refocusing their courses to clearly show all the steps needed to learn various concepts and skills as well as how students can achieve a particular learning outcome. This study proposes an outcome-based IT curriculum for delivery in an e-learning environment. Such an environment is ideal for female students who prefer to have limited interaction with male faculty and who typically need more time to understand IT concepts in English. It is anticipated that this e-learning environment will facilitate the delivery of course content and also improve the discussion and communication between students and faculty.

scholarly journals Analysis of the document of computer and information technology curriculum according to Saudi vision 2030

2019 ◽  
Vol 3 (5) ◽  
Author(s):  
Amal Bint Abdullah Al Ibrahim
Keyword(s):  
Information Technology ◽  
Educational Process ◽  
Analysis Tool ◽  
Process Data ◽  
Technology Curriculum ◽  
Strategic Objectives ◽  
Secondary Stage ◽  
Vision 2030 ◽  
Information Technology Curriculum ◽  
Curriculum Document

  The study aims to analyses the document of computer and information technology curriculum for the Secondary stage according to Saudi vision 2030. The study applied analytical descriptive approach, the sample of the study was “The Curriculum of Computer and Information Technology "urgent plan" in 2013 for the Secondary stage. The content was analysed using an analysis tool, which constructed based on the strategic objectives of Saudi Vision 2030. It is content of five main themes, divided on 29 sub-goals. Statistical methods were utilized to process data frequencies and percentages. The validity and consistency of the analysis was verified by agreement over time. The study found that, the Curriculum document included most of the strategic objectives of Saudi vision 2030. The highest theme found was fifth theme "strengthening the capacity of the education and training system to meet the requirements of development and the needs of the labour market". Furthermore, the computer curriculum document has neglected/ignore to include four sub-objectives in the curriculum. The most important of which was "considering individual differences and special needs" and "involve parents in the educational process". Finally, some recommendations were proposed for the development of Curriculum document in the light of the study’s results.  

Information Systems and Computer Science Model Curricula

2011 ◽  
pp. 146-158 ◽  
Author(s):  
Anthony Scime
Keyword(s):  
Information Technology ◽  
Information Systems ◽  
Computer Science ◽  
Professional Organizations ◽  
High Demand ◽  
Technology Curriculum ◽  
Fields Of Study ◽  
Functional Aspects ◽  
Information Technology Curriculum ◽  
It Departments

Computer science and information systems are interrelated disciplines that both cover the technical and functional aspects of computing. They are fields of study in high demand by students and employers. Yet, many colleges do not have the resources to offer multiple computing departments. So, professional organizations have developed model curriculums to help define the knowledge necessary for information technology majors. This chapter provides a discussion of model IS and CS curricula. It is hoped that IT departments will be able to develop an information technology curriculum, which suits their student’s needs.

scholarly journals The Effect of Difference of Visual Stimuli in Photo Sharing Websites (Instagram) on Cognitive Achievement for Secondary Students in the Curriculum of Computer and Information Technology

2017 ◽  
Vol 2 (3) ◽  
pp. 34
Author(s):  
Hussain Hadi Al.harbi
Keyword(s):  
Information Technology ◽  
Secondary Education ◽  
Visual Stimuli ◽  
Achievement Test ◽  
Cognitive Achievement ◽  
Validity And Reliability ◽  
Education Students ◽  
Technology Curriculum ◽  
Photo Sharing ◽  
Information Technology Curriculum

The study aims to clarify the effect of the difference of visual stimuli in Photo Sharing websites (Instagram) on cognitive achievement for secondary education students in computer and information technology curriculum through the answer of the following question: What is the effect different visual stimuli in PSW (Instagram) on the cognitive achievement for secondary education students in the computer and information technology curriculum? To answer this question, two different accounts in Instagram were signed up: the first account's subject was visual stimuli (Real Visual Stimuli) and the second's was visual stimuli (Graphical Visual Stimuli). The sample was (60) students of Al-Hateem Secondary School in Jeddah. The sample has been divided into two homogeneous groups. The first has been taught using RVS, and the second has been taught using GVS. A research tool (achievement test) has been applied for the experimental groups after the confirmation of validity and reliability of the achievement test.

scholarly journals Students’ and Instructor’s Perspective on the use of Blackboard Platform for Delivering an Engineering Course

2018 ◽  
Vol 16 (1) ◽  
pp. pp1-15 ◽  
Author(s):  
Jacek Uziak ◽  
M. Tunde Oladiran ◽  
Edmund Lorencowicz ◽  
Kurt Becker
Keyword(s):  
Information Technology ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Course Management System ◽  
Positive Experience ◽  
University Of Botswana ◽  
Learning Platform ◽  
E Learning ◽  
The University

The use of Information Technology (IT) has been growing over the years in various human endeavours. It has also been adopted in education sector for teaching and learning. Various studies have been conducted to assess the effectiveness and acceptance of e-learning strategy by students. In particular, the current research is an attempt to obtain students’ and instructor’s perspective on the use of Blackboard software. The technology is a course management system used in a blended learning mode to deliver a third year mechanical engineering course at the University of Botswana (UB). In terms of students’ views, the study covered a period of nine years and the questionnaire survey was administered to each succeeding cohort of students. Whereas in terms of the instructor’s perspective the motivation and the challenges faced during the years of use of the platform were described. Results indicate that students were generally comfortable with the use of Blackboard as they highly embraced it. Students indicate that their performance improved and communication with instructor was enhanced significantly. The respondents also recommended that Blackboard should be used in other courses in their programme of study. The instructor considered the time factor the most vital challenge related to the use of the platform. However, despite the challenges the application of the learning platform and the development of its material was a positive experience for the instructor and well received by the students.

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