PELATIHAN PENINGKATAN KUALITAS EVALUASI PEMBELAJARAN BAHASA ARAB BERBASIS INFORMATION DAN COMMUNICATION TECHNOLOGY (ICT) UNTUK PENGAJAR BAHASA ARAB

<p><strong><em>Abstract.</em></strong> <em>Information and communication technology (ICT) have an important role in teaching and learning activities, especially in learning assessment. Instructional assessment is one of a series of learning activities aimed at correcting, controlling the extent to which learning objectives have been achieved. Instructional assessment can be done with the help of computers and the internet so that the management of learning outcomes becomes easier, faster, and real time. The technology that can be used in the assessment process is such as edmodo, google quiz, hot potatoes, quiz creator. But in reality, most learning activities that teachers use are still conventional. That is due to the lack of knowledge and mastery of teachers on the use of information and communication technology, especially in instructional assessment. Therefore, there is a need for training on the use of ICT-based Instructional assessment to improve teachers’ competency. The approach method used assistance that includes socialization, workshops, training, hands-on practice, and evaluation. The results obtained state that evaluation of learning is very important for a program and purpose, both educational, learning, or training programs.</em></p><p><strong>Abstrak.</strong> Teknologi informasi dan komunikasi memiliki peranan penting dalam kegiatan belajar mengajar terutama dalam evaluasi pembelajaran. evaluasi pembelajaran merupakan salah satu rangkaian dalam kegiatan pembelajaran yang bertujuan untuk mengoresksi, mengontrol sejauh mana tujuan pembelajaran telah dicapai. Evaluasi pembelajaran dapat dilakukan dengan bantuan komputer serta internet sehingga pengelolaan hasil belajar pun menjadi lebih mudah, cepat dan <em>real time</em>. Adapun teknologi yang dapat digunakan dalam proses evaluasi tersebut seperti <em>edmodo, google quiz, hot potatoes, quiz creator.</em> Akan tetapi realitanya, kebanyakan kegiatan pembelajaran yang digunakan guru sekarang masih konvensional. Hal itu disebabkan minimnya pengetahuan dan penguasaan guru terhadap pemanfaatan teknologi informasi dan komunikasi terutama dalam evaluasi pembelajaran. Oleh sebab itu perlu adanya pelatihan pemanfaatan evaluasi pembelajaran berbasis ICT meningkatkan kompetensi guru. Metode pendekatan yang digunakan adalah pendampingan yang meliputi sosialisasi, workshop, pelatihan, praktik langsung, dan evaluasi. Hasil yang didapatkan menyatakan bahwa evaluasi pembelajaran sangat penting untuk suatu program dan tujuan, baik program pendidikan, pembelajaran, atau pun pelatihan.</p>

Extending the Technology Acceptance Model to Understand Students’ Use of Learning Management Systems in Saudi Higher Education

Although learning management systems (LMS) have been widely adopted by higher educational institutions in many countries, they are considered an emerging technology in Saudi Arabia. Furthermore, research has demonstrated that the students’ use of them is not always satisfactory. This quantitative study investigated the factors that affect the students use of LMS in higher education by extending the technology acceptance model (TAM) and adapting eight external variables. Based on the probability multi-stage cluster sampling technique, online surveys were sent by email to 2000 students registered in three public universities in Saudi Arabia. 851 responses were submitted by participants, and 833 responses were used for data analysis. Using Partial Least Squares Structural Equations Modeling (PLS-SEM), the results revealed that perceived ease of use is affected by six factors (content quality, system navigation, ease of access, system interactivity, instructional assessment and system learnability). The findings confirmed that perceived usefulness has five determinants (content quality, learning support, system interactivity, instructional assessment and perceived ease of use). This research is relevant to researchers, decision makers and e-learning systems designers working to enhance students’ use of e-learning systems in higher education, in particular where there is not yet widespread adoption.

Designing Culturally Sensitive Massive Open Online Courses

Since cultural characteristics of the learners is among the factors that affect the quality of learning experiences, designing the online learning environment sensitive to the cultural characteristics of learners is a must for ensuring an effective and engaging learning experience. The MOOCs movement has helped administrators, designers, educators, learners and all the other stakeholders re-consider our current instructional, assessment and administrative processes, especially in higher education. The goal of this manuscript has three folds: first, it briefs development of the philosophy of openness in higher education globally; then, based-on available literature it draws a picture about the effects of culture on open and distance learning; later, the manuscript provides an insight about the general cultural characteristics of Turkish society and the learning culture shaped by the past and present implementations; finally, it lists a number of recommendations for those who are designing MOOCs for Turkish audience.

Relative Importance of Indicators of Teachers’ Professional Skills as Perceived by Senior High School Economics Teachers in Ghana

The study examined differences in perception among Senior High School Economics teachers on the relative importance of indicators of teachers’ professional skills, based on teaching experience. The study employed the descriptive survey method and comprised a sample of 115 professional Economics teachers drawn from the Central Region of Ghana. A self-designed questionnaire was administered on the respondents. The data were analysed using the t-test. The findings of the study showed that highly experienced Economics teachers perceive indicators of teachers’ skills of instructional planning as more important, relative to the experienced Economics teachers. Again, the finding showed a significant difference in perception between the highly experienced and experienced Economics teachers about the relative importance of the skills of instructional assessment. The study recommends the organisation of in-service workshops for sensitisation as well as the creation of a community of learners among SHS Economics teachers for the sharing of knowledge and experiences.

Cultivating a global collaborative classroom experience: An international exploration of homelessness

The main collaborative student project compares and contrasts different aspects of homelessness both in Fairfax and in New Delhi, using Photovoice as the research methodology. Forty-four Mason students enrolled in SOCW 472 RS, Integrative Methods in Social Action and Social Change, and forty Jamia students enrolled in MSW-SII-09 Social Work Research, collaborate together in a primarily asynchronous environment with the opportunity of participating in three synchronous sessions. The Mason/Jamia team created small online groups of two Mason students and two Jamia students in order to facilitate these personal interactions and provided the PB Works and Blackboard platforms as communication tools. As part of the process, students were able to incorporate their favorite communication technologies including Facebook and WhatsApp. In addition to reaching the student outcomes and course objectives, the course design of this GCC involved intensive work and partnership between the Office of Global Strategy, IT Learning Support Services, Instructional Assessment and the classroom faculty. Lessons learned and best practices will be presented.

The Adoption of Blended E-learning Technology in Vietnam using a Revision of the Technology Acceptance Model

This study examines factors that determine the attitudes of learners toward a blended e-learning system (BELS) using data collected by questionnaire from a sample of 396 students involved in a BELS environment in Vietnam. A theoretical model is derived from previous studies and is analyzed and developed using structural equation modeling techniques. Several theoretical findings from previous studies are confirmed but there are new findings concerned with important indirect effects on the learner’s attitude caused by (a) the extent to which the BELS provides flexible access to instructional/assessment media (System Functionality); (b) the individual’s ability to use language as a studying tool (Language Capability); and (c) the extent of the interactions among students and faculty (Interaction). Each of these indirect effects operates by directly increasing the individual’s belief that using the BELS is easy (Perceived Ease of Use) which in turn produces an improved attitude towards the BELS. Also, System Functionality has an important indirect effect on the learner’s attitude to the BELS by increasing the learner’s perceptions that the information and the manner in which it is presented in the BELS are appropriate (Content Feature), which then produces a definite improvement in the learner’s attitude to the BELS. Based on the theoretical findings, a hierarchy of practical objectives and associated actions are suggested for improving the learner’s attitude toward the BELS. These practical implications are expected to be of interest to education professionals and BELS developers and the actions relate directly or indirectly to (a) increasing the extent of the interactions among students and faculty; (b) increasing the individual’s perception that the BELS is easy to use; (c) improving the learner’s language skills; (d) ensuring that the BELS provides flexible access to instructional/assessment media; and (e) ensuring the appropriateness of the information and its presentation in the BELS.

Library Faculty and Instructional Assessment: Creating a Culture of Assessment through the High Performance Programming Model of Organizational Transformation

In an environment in which libraries increasingly need to demonstrate their value to faculty and administrators, providing evidence of the library’s contribution to student learning through its instruction program is critical. However, building a culture of assessment can be a challenge, even if librarians recognize its importance. In order to lead change, coordinators of library instruction at institutions where librarians are also tenure-track faculty must build trust and collaboration, lead through influence, and garner support from administration for assessment initiatives. The purpose of this paper is to explore what it takes to build a culture of assessment in academic libraries where librarians are faculty through the High Performance Programming model of organizational change. The guidelines for building a culture of assessment will be exemplified by case studies at the authors’ libraries where instruction coordinators are using collaboration to build a culture of assessment with their colleagues.