Irfan Naufal Umar

The Effects of a Web-based Guided Inquiry Approach on Students’ Achievement

Although Web technology is widely used in today’s classrooms, educationists are still unsure of its capability to generate meaningful learning. As the numbers of web-based learning (WBL) materials keep increasing tremendously, more students will rely on such resources in their learning process. WBL is always seen as a platform to deliver information, and as such, most of its learning materials are linear and tutorial-based. A WBL that applies a guided inquiry approach offers an alternative as it allows the users to explore the environment based on a given problem. This study investigated the effectiveness of two learning approaches in a WBL environment (guided inquiry, GIA and tutorial, TuA) on the achievement of students with different cognitive styles (Field Independent, FI and Field Dependent, FD). Two versions of a WBL material (TuA and GIA versions) were developed for this purpose. The findings revealed that: (1) the GIA group performed significantly better than the TuA group, (2) the FI students performed significantly better than the FD students did, (3) the FI students in the GIA group performed significantly better than did the FI students in the TuA group, (4) a significant difference in achievement was reported between the FI and the FD students in the GIA group, and (5) among the FD students, no significant difference in achievement between those who received GIA and those who received TuA approaches. These findings suggest that Guided Inquiry has the potential to be an effective learning approach in a web environment.

The Effects of Guided Inquiry Approach in a Web-based Learning Environment on the Achievement of Students with Different Cognitive Style

Many educationists advocate the use of Web-based learning (WBL) as a platform to deliver information. Although thousands of WBL environments have been developed, most of them are tutorial-based. A guided inquiry approach offers an alternative as it allows the users to explore the environment based on a given problem. This study investigated the effectiveness of two learning approaches in a WBL environment (guided inquiry, GIA and tutorial, TuA) on the achievement of students with different cognitive styles (Field Independent, FI and Field Dependent, FD). The findings revealed that: (1) the GIA group performed significantly better than the TuA group, (2) the FI students performed significantly better than the FD students, and (3) the FI students in the GIA group performed significantly better than the FI students in the TuA group. These findings suggest that Guided Inquiry has the potential to be an effective learning approach in a web environment.

The Impacts of Demographic Variables on Technological and Contextual Challenges of E-learning Implementation

Information technology has achieved robust growth which has made it possible for learning to occur quickly. The rapid development of information, communication and technologies (ICT) has initiated an unparalleled transformation in universities all over the world. This development of technology and learning is offering new techniques to represent knowledge, new practices, and new global communities of learners. As a result, todays economic and social changes force universities to try to find new learning approaches and systems. E-learning seems to be an appropriate approach in this aspect. However, the implementation of e-learning systems in universities is not an easy task because of some challenges related to context, technology, and other challenges. This paper studied the impacts of demographic data and reported the critical points for the decision makers to consider when planning and implementing e-learning in universities. A quantitative approach was used to study the effects of technological and contextual challenges on e-learning implementation in which a questionnaire was used for the data collection. According to the findings of the study, the most important challenges of the implementation of e-learning are related either to organizational (Contextual) and technological (technical) issues. The demographic variables have been found to play a direct and indirect role with the technological and contextual challenges of implementing e-learning. This paper showed that there are some significant differences in the two challenges faced by instructors in terms of the demographic variables. The result revealed that some significant differences exist between demographic variables and the two challenges of e-learning in terms of gender, age, teaching experience, ICT experience and e-learning experience. However, there is no significant difference in terms of e-learning experience. The obtained data, from such study, can provide information about what academic institutions can do before implementing e-learning to reduce and overcome the challenges in implementing e-learning in universities. So, university administrators interested in implementing e-learning should recognize the challenges that their instructors are facing and to provide the necessary policy and support to help overcome these challenges.

Internet of Things in Higher Education: A Study on Future Learning

In the coming years, technology will impact the learning experience in many ways. Internet of Things (IoT) continues to confirm its important position in the context of Information and Communication Technologies and the development of society. With the support of IoT, institutions can enhance learning outcomes by providing more affluent learning experiences, improved operational efficiency, and by gaining real-time, actionable insight into student performance. The purpose of this study is to find out the potential of IoT in higher education and how to maximize its benefits and reducing the risks involved with it. Further efforts are necessary for releasing the full potential of IoT systems and technologies. Therefore, this paper presents a study about the impact of IoT on higher education especially universities. IoT stands to change dramatically the way universities work, and enhance student learning in many disciplines and at any level. It has huge potential for universities or any other educational institutions; if well prepared to ensure widespread and successful implementation by leadership, staff, and students. IoT needs development where universities can lead. Academics, researchers, and students are in a unique place to lead the discovery and development of IoT systems, devices, applications, and services. Moreover, this paper provides an evidences about the future of IoT in the higher education during the next few years, which have offered by a number of research organizations and enterprises. On the other hand, IoT also brings tremendous challenges to higher education. Hence, this paper also presents the perspective on the challenges of IoT in higher education.

Satisfaction of Learning Management System Usage in a Blended Learning Environment among Undergraduate Students

Learning management system (LMS) helps higher learning institutions to manage their instructional resources and complement their traditional way of teaching. Although LMS survives via students’ and instructors’ use, its adoption is initiated by the students’ satisfaction. Thus, the objectives of this study are to examine the level of LMS satisfaction among university students in a blended learning program and to investigate the factors that may impact their satisfaction. A quantitative research approach via a questionnaire was used in the study. The subjects consisted of undergraduate students in a public university in Yemen. A total of 174 participants were surveyed using a questionnaire. Descriptive statistics and multiple linear regression were employed. The results show that the participants have a high level of satisfaction of LMS usage in a blended learning environment. Also the findings indicated that Instructor Attitude, Classmates Attitude, Course Quality, Management Support, and System Quality are significant predictors to students’ satisfaction of LMS. Therefore, this study has identified these significant factors in planning, designing and implementing a blended learning to promote and improve students’ learning satisfaction.

The Effects of Demographic Characteristics of Lecturers on Individual and Course Challenges of E-Learning Implementation in a Public University in Yemen

Many higher education institutions including universities are adopting the use of e-learning to support the traditional learning approach. However, there are several challenges facing universities in developing countries including Yemen as they seek to implement e-learning. Some of these challenges are associated with the demographic variables of the participants involved in the implementation of e-learning initiatives. Therefore, this paper examines the influence of the demographic factors (age, gender, teaching experience, e-learning experience) on individual and course challenges of e-learning. Four hypotheses were generated from the research questions of the study. A quantitative method was employed to collect the data and 107 participants (lecturers) completed the survey-based questionnaire. T-test and ANOVA analyses were employed as statistical tools. Based on the findings, the effects of demographic characteristics on the individual and course challenges of implementing e-learning at the university were identified. Some significant differences were found in terms of the years of lecturers’ teaching experience. Conversely, no significant differences were found in terms of age, gender, and e-learning technology related experience. Furthermore, it was found that the experience of lecturers in the use of e-learning technologies was low. University teachers need to be provided with the necessary training to bring them in line with latest learning technologies. Decision makers at the university should be aware of the challenges that lecturers may face during the implementation process and provide the necessary support.

Security in Internet of Things: Issues, Challenges and Solutions

In the recent past, Internet of Things (IoT) has been a focus of research. With the great potential of IoT, there comes many types of issues and challenges. Security is one of the main issues for IoT technologies, applications, and platforms. In order to cover this key aspect of IoT, this paper reviews the research progress of IoT, and found that several security issues and challenges need to be considered and briefly outlines them. Efficient and functional security for IoT is required to ensure data anonymity, confidentiality, integrity, authentication, access control, and ability to identify, as well as heterogeneity, scalability, and availability must be taken into the consideration. Considering these facts, by reviewing some of the latest researches in the IoT domain, new IoT solutions from technical, academic, and industry sides are provided and discussed. Based on the findings of this study, desirable IoT solutions need to be designed and deployed, which can guarantee: anonymity, confidentiality, and integrity in heterogeneous environments.

Critical Factors to Learning Management System Acceptance and Satisfaction in a Blended Learning Environment

The main objective of this study is to provide a comprehensive examination of the crucial factors that effect students’ acceptance (perceived usefulness and perceived ease of use) as well as satisfaction of Learning Management System (LMS) usage in a blended learning environment. These crucial factors are related to the main entities of LMS: technology experience, service quality, system quality, and information quality. A quantitative research approach by means of a questionnaire was used. A total 174 participants were surveyed using the questionnaire. A partial-least-squares structural modeling approach was employed. This study shows that these critical factors are fundamental predictors of students’ acceptance and satisfaction, which directly impact their decisions about using LMS. System quality was the most significant positive factor affecting students’ acceptance and satisfaction. Therefore, for students’ satisfaction and acceptance, a higher education institution needs to consider all these critical factors before implementing a blended learning environment with LMS.

Visual perception of multi-column-layout text: insight from repeated and non-repeated reading

ABSTRACT Information processing speed affects reading performance and interaction with text. Understanding how column type in an online context influences reading effectiveness can help us to identify less effective layouts. This study explored the visual perception of 23 participants while they read text arranged in a multi-column layout. Two tasks (repeated reading and non-repeated reading) were designed and assessed to have the same level of difficulty. Information was organised according to three types of column layout (one, two, or three columns). Eye movement analysis showed that participants performed best in a three-column layout for repeated reading, and with one column for normal reading. We also found that the repeated reading technique reduced readers’ distraction and therefore increased their visual performance, which in turn increased information processing, regardless of column layout. These findings with regard to single- and multi-column layouts can help suggest effective reading configurations for online readers and provide insights for human–computer interaction theories on human interaction with different typographic elements.

Students’ Patterns and Level of Social Interaction in an Online Forum

Of late, learning management system is widely used in higher education. One of the most widely used asynchronous communication tools in online courses offered in LMS platform is discussion forum. For blended or hybrid learning courses, online forum can be used to complement face-to-face sessions. In an online forum environment, the students’ participation and interaction levels can be measured and analyzed using social network analysis. This analysis includes measuring (1) degree centrality, (2) betweenness centrality, (3) closeness centrality, and (4) density. In this study, a total of 23 postgraduate students currently undertaking a blended learning course offered by a public university in Malaysia were involved, in which an online forum was conducted for 3 weeks as part of the course requirement. The finding indicates that the communication among the students in the forum is quite low as the network density value is 0.11. Also, six students were identified as the leaders of the information, five students were identified as bridging participants, 13 students were identified as risk participants, 13 students were identified as isolated participants, while two students were not involved in the discussion. This study suggests some recommendations to increase the students’ engagement in online forum.