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Using a virtual learning environment to increase the use of information and communication technology by university teachers at Jazan University, Saudi Arabia

Using a virtual learning environment to increase the use of information and communication technology by university teachers at Jazan University, Saudi Arabia
Using a virtual learning environment to increase the use of information and communication technology by university teachers at Jazan University, Saudi Arabia
This thesis is primarily instigated and directed by the researcher’s previous small-scale studies. These revealed Saudi teachers’ low usage and negative perceptions about technology in teaching in schools and higher educational institutions. For further our understanding, this study investigates the use of technology by a Saudi university’s teachers in their instruction and attempts to explore the viability of training within a Virtual Learning Environment (VLE) for their professional development. The study engages a mixed-method approach where a VLE training programme is facilitated among 40 teachers of Jazan University. It observes changes in their perceptions about technology and the level of use of Information and Communication Technology (ICT) tools in teaching. Interviews and questionnaires are used to collect data in two phases, before and after the VLE training, on their use of a range of ICT tools. The research data shows a significant improvement in the teachers’ usage of a number of ICT teaching tools after they received VLE training. Additionally, it points to positive change in the attitudes, knowledge and skills of these teachers and promises an active role in the teachers’ professional development for these aspects . Moreover, a number of influential factors that may affect the attitude, knowledge and skills relating to the use of technology are identified, necessitating a Continuous Professional Development (CPD) scheme. By analysing the research findings it is recognised that a CPD scheme delivered via a VLE can positively change university teachers’ knowledge, attitude, and skills about technology, and consequently increase the use of ICT tools in teaching and learning. However, the study also reveals a number of difficulties and concerns among the teachers regarding VLEs and CPD, and provides recommendations to overcome these. Additionally, the research proposes some directions on possible future studies based on this research work.
Ageel, Mohammed
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Ageel, Mohammed
c22b8092-9808-44d7-ba1b-b1e61c655e8f
Woollard, John
54698740-75d9-4009-8c58-8111c61ca90c

Ageel, Mohammed (2013) Using a virtual learning environment to increase the use of information and communication technology by university teachers at Jazan University, Saudi Arabia. University of Southampton, Southampton Education School, Doctoral Thesis, 336pp.

Record type: Thesis (Doctoral)

Abstract

This thesis is primarily instigated and directed by the researcher’s previous small-scale studies. These revealed Saudi teachers’ low usage and negative perceptions about technology in teaching in schools and higher educational institutions. For further our understanding, this study investigates the use of technology by a Saudi university’s teachers in their instruction and attempts to explore the viability of training within a Virtual Learning Environment (VLE) for their professional development. The study engages a mixed-method approach where a VLE training programme is facilitated among 40 teachers of Jazan University. It observes changes in their perceptions about technology and the level of use of Information and Communication Technology (ICT) tools in teaching. Interviews and questionnaires are used to collect data in two phases, before and after the VLE training, on their use of a range of ICT tools. The research data shows a significant improvement in the teachers’ usage of a number of ICT teaching tools after they received VLE training. Additionally, it points to positive change in the attitudes, knowledge and skills of these teachers and promises an active role in the teachers’ professional development for these aspects . Moreover, a number of influential factors that may affect the attitude, knowledge and skills relating to the use of technology are identified, necessitating a Continuous Professional Development (CPD) scheme. By analysing the research findings it is recognised that a CPD scheme delivered via a VLE can positively change university teachers’ knowledge, attitude, and skills about technology, and consequently increase the use of ICT tools in teaching and learning. However, the study also reveals a number of difficulties and concerns among the teachers regarding VLEs and CPD, and provides recommendations to overcome these. Additionally, the research proposes some directions on possible future studies based on this research work.

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Published date: May 2013
Organisations: University of Southampton, Southampton Education School

Identifiers

Local EPrints ID: 353283
URI: https://eprints.soton.ac.uk/id/eprint/353283
PURE UUID: 9629be80-95e6-4389-ac31-19f1adab85b4

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Date deposited: 05 Apr 2016 10:52
Last modified: 18 Jul 2017 04:04

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