Extent of mastering Twenty-First-Century E-Learning competencies among Prince Sattam Bin Abdulaziz University Staff
Keywords:
descriptive research, educational process, e-knowledge, e-learning competency for the twenty-first century, staff member.
Abstract
This study aims to identify the extent of mastery of the lecture staff of Prince Sattam Bin Abdulaziz University over e-learning competencies in the twenty-first century. Hence, the study population comprised all Prince Sattam staff members (N=436); from this population, a random sample was selected (N=102). The study followed the descriptive research approach. The questionnaire results revealed that the staff members have high e-knowledge, with an average degree of 4.09, and master the competency of using technologies in the educational process to a high degree, average of 4.04. Furthermore, they master the competency to design and manage e-courses to a moderate degree (3.39). Notably, the study showed statistically significant differences (at a level of a=0.5) between male and female participants in the domains of e-knowledge, use of technologies in the educational, and design and management of e-courses and demonstrated better performance in these aspects by female participants. Moreover, the results showed that there were statistically significant differences at a=0.05 level according to the participants’ academic degree (demonstrator and lecturer or assistant professor to professor) and that staff members such as demonstrators and lecturers master the domains of e-knowledge and technology use in the educational more easily than other staff members.
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References
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Al-Saedi, O. & Na'im, M. (2016). A proposed methodology for the development and production of e-courses at Majma'ah University and its impact on the development of competencies for the preparation of e-courses for faculty members. Education Technology, Studies and Research, 4 (29), 327-378. https://search.mandumah.com/Record/844341
Al-Sharidah, M. (2019). Employing e-learning (Blackboard) by the faculty members from the perspective of students at Prince Sattam bin Abdulaziz University. Journal of Basic Faculty of Education for Human Sciences, 4 (42), 20-40.
Al-Shehri, A.B.S.B.A., and Hamdi, N.A.Q. (2011), The degree of awareness of faculty members at King Abdulaziz University in Saudi Arabia about the virtual classroom system and their attitudes towards it. Journal of the Faculty of Education, Alexandria University, 21(3), 192-251. retrieved from: https://search.mandumah.com/Record/114117.
Al-Turki, O. (2009). The extent of availability of e-learning competencies and practicing by the staff members at King Saud. Education Technology Journal, 3(19), 121-138. https://search-mandumah-com.sdl.idm.oclc.org/Record/80947
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Ibrahim, A & Al-Filkawi, A. (2018). Assessing The E-Learning Competencies of The Faculty Members At The College of Education Kuwait University. Educational Journal, 32 (128), 13-55. https://search-mandumah-com.sdl.idm.oclc.org/Record/931720
Ilyashenko, L.K., Gladkova, M.N., Kutepov, M.M., Vaganova, O.I., & Smirnova, Z.V. (2019). Development of communicative competencies of students in the context of blended learning. Amazonia Investiga, 8 (18), 313-322. https://amazoniainvestiga.info/index.php/amazonia/article/view/313
Ismail, A. (2009). E-learning from application to professionalism and quality. Cairo: Book World.
Kozma, R. B. (2008). Comparative analyses of policies for ICT in education. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 1083-1096). Berlin: Springer Science.
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Mohammed, E., and Al-Sayyid,M. (2014). E-Learning competencies of the faculty in Um Al-Qura University: A field study. Arab Studies in Education and Psychology, 51, 333-370.
Saudi visión 2030 (2019) National transfer program (2016–2020). Retrieved from 29-2-2020 https://www.vision2030.gov.sa/v2030/vrps/ntp/
Vaganova, O., Bogoslova, E., Nagovitsyn, R., Sundeeva, L. & Morozova, I. (2020). The role of educational technologies in the individualization of educational students’ activities. Amazonia Investiga, 9 (28), 552-559. https://amazoniainvestiga.info/index.php/amazonia/article/view/1352
Vaganova, O., Odarich, I., Rudakova, O., Volkova, J. & Bulaeva, M. (2020). Level differentiation technology in vocational education. Amazonia Investiga, 9 (28), 42-49. https://amazoniainvestiga.info/index.php/amazonia/article/view/1279
Wahsha, R. (2017). The Degree of Using E-Learning In Teaching Arabic-Language Subjects To Students of Najran University In The Kingdom of Saudi Arabia From Their Perspectives. International Specialized Educational Magazine, Jordan, 6(7), 67-79. https://search-mandumah-com.sdl.idm.oclc.org/Record/845797
Younis, I. (2015). The availability of e-learning competencies among faculty members of the Faculty of Studies and Humanities at Hotat Sudair and their attitudes towards them. Reading & Knowledge Magazine, Ain Shams University, E. 17, 225-255. Retrieved from https://search.mandumah.com/Record/726687
Al-Mutairi, S. (2017). The degree of using e-learning tools by faculty members at the Faculty of Education, King Saud University. Journal of Educational Sciences, 3 (2), 57-102. http://search.shamaa.org/PDF/Articles/EGJes/JesVol25No2P3Y2017/jes_2017-v25-n2-p3_057-102.pdf.
Al-Saedi, O. & Na'im, M. (2016). A proposed methodology for the development and production of e-courses at Majma'ah University and its impact on the development of competencies for the preparation of e-courses for faculty members. Education Technology, Studies and Research, 4 (29), 327-378. https://search.mandumah.com/Record/844341
Al-Sharidah, M. (2019). Employing e-learning (Blackboard) by the faculty members from the perspective of students at Prince Sattam bin Abdulaziz University. Journal of Basic Faculty of Education for Human Sciences, 4 (42), 20-40.
Al-Shehri, A.B.S.B.A., and Hamdi, N.A.Q. (2011), The degree of awareness of faculty members at King Abdulaziz University in Saudi Arabia about the virtual classroom system and their attitudes towards it. Journal of the Faculty of Education, Alexandria University, 21(3), 192-251. retrieved from: https://search.mandumah.com/Record/114117.
Al-Turki, O. (2009). The extent of availability of e-learning competencies and practicing by the staff members at King Saud. Education Technology Journal, 3(19), 121-138. https://search-mandumah-com.sdl.idm.oclc.org/Record/80947
Arinto, P. B. (2013). A framework for developing competencies in open and distance e-learning. International Review of Research in Open and Distributed Learning, 14 (1), 167-185.
Celik, S. (2021) The intervention of online teaching practicum to teachers’ sense of self-efficacy. Amazonia Investiga, 10 (37), 190-20., https://amazoniainvestiga.info/index.php/amazonia/article/view/1537
Faris, N. (March, 2008). Forms of e-learning and interaction patterns. In e-Learning technology and the challenges of educational development in the Arab world. The 11th Scientific Conference of the Egyptian Association for Educational Technology, Cairo. https://libraries.najah.edu/book/148547/
Gulbahar, Y. & Guven, I. (2008). A survey on ICT usage and the perceptions of social studies teachers in Turkey. Educational Technology & Society, 11(3), 37-51.
Ibrahim, A & Al-Filkawi, A. (2018). Assessing The E-Learning Competencies of The Faculty Members At The College of Education Kuwait University. Educational Journal, 32 (128), 13-55. https://search-mandumah-com.sdl.idm.oclc.org/Record/931720
Ilyashenko, L.K., Gladkova, M.N., Kutepov, M.M., Vaganova, O.I., & Smirnova, Z.V. (2019). Development of communicative competencies of students in the context of blended learning. Amazonia Investiga, 8 (18), 313-322. https://amazoniainvestiga.info/index.php/amazonia/article/view/313
Ismail, A. (2009). E-learning from application to professionalism and quality. Cairo: Book World.
Kozma, R. B. (2008). Comparative analyses of policies for ICT in education. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 1083-1096). Berlin: Springer Science.
Mahmoud, E, (2021) He effect of e-Learning practices during the Covid-19 pandemic on enhancing self-regulated learning skills as perceived by university students. Amazonia Investiga 10 (39), 129-135., https://amazoniainvestiga.info/index.php/amazonia/article/view/1579
Mohammed, E., and Al-Sayyid,M. (2014). E-Learning competencies of the faculty in Um Al-Qura University: A field study. Arab Studies in Education and Psychology, 51, 333-370.
Saudi visión 2030 (2019) National transfer program (2016–2020). Retrieved from 29-2-2020 https://www.vision2030.gov.sa/v2030/vrps/ntp/
Vaganova, O., Bogoslova, E., Nagovitsyn, R., Sundeeva, L. & Morozova, I. (2020). The role of educational technologies in the individualization of educational students’ activities. Amazonia Investiga, 9 (28), 552-559. https://amazoniainvestiga.info/index.php/amazonia/article/view/1352
Vaganova, O., Odarich, I., Rudakova, O., Volkova, J. & Bulaeva, M. (2020). Level differentiation technology in vocational education. Amazonia Investiga, 9 (28), 42-49. https://amazoniainvestiga.info/index.php/amazonia/article/view/1279
Wahsha, R. (2017). The Degree of Using E-Learning In Teaching Arabic-Language Subjects To Students of Najran University In The Kingdom of Saudi Arabia From Their Perspectives. International Specialized Educational Magazine, Jordan, 6(7), 67-79. https://search-mandumah-com.sdl.idm.oclc.org/Record/845797
Younis, I. (2015). The availability of e-learning competencies among faculty members of the Faculty of Studies and Humanities at Hotat Sudair and their attitudes towards them. Reading & Knowledge Magazine, Ain Shams University, E. 17, 225-255. Retrieved from https://search.mandumah.com/Record/726687
Published
2021-06-29
How to Cite
Al-Sharidah, M. (2021). Extent of mastering Twenty-First-Century E-Learning competencies among Prince Sattam Bin Abdulaziz University Staff. Amazonia Investiga, 10(41), 237-249. https://doi.org/10.34069/AI/2021.41.05.23
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