Relevant bibliographies by topics / Educational technology – Oman

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'Educational technology – Oman'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Educational technology – Oman"

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Tarhini, Ali, Khamis Al-Gharbi, Ali Al-Badi, and Yousuf Salim AlHinai. "An Analysis of the Factors Affecting the Adoption of Cloud Computing in Higher Educational Institutions." International Journal of Cloud Applications and Computing 8, no. 4 (October 2018): 49–71. http://dx.doi.org/10.4018/ijcac.2018100104.

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This article aims to examine the main factors that may hinder or facilitate the adoption of cloud computing (CC) services by higher educational institutions in developing countries, exemplified here by Oman. A conceptual model was developed through extending the technology-organization-environment (TOE) framework. Data was collected from 387 IT decision makers working in four higher educational institutions in Oman using a cross-sectional survey. Data was analysed using structural equation modelling based on AMOS 22.0. The results show that behavioural intention (BI) towards adopting CC services in higher educational institutions was influenced by top management support, relative advantage, attitudes towards change, technology readiness, complexity, government regulation, peer pressure, and data concerns in their order of influencing power. These all together accounted for 58.3% of the variance in BI. However, compatibility, vendor lock-in and external expertise did not have an influence on BI. This research provides original insight for cloud computing adoption within Oman from a managerial and IT professional perspectives. Specifically, this research would be helpful for government agencies, cloud computing providers and policy makers at higher educational institutions. It will also explain the relatively low penetration rate of cloud computing services at present, which will help in formulating strategies to encourage the adoption and acceptance of CC services by Omani higher educational institutions, where CC is still considered an innovation.
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Al-Hajri, Salim, and Abdelghani Echchabi. "Exploring Factors Affecting Successful Acceptance of E-Learning: Innovative Technology Solutions in Oman." International Journal of Business Administration and Management Research 3, no. 1 (March 29, 2017): 1. http://dx.doi.org/10.24178/ijbamr.2017.3.1.01.

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Abstract- E-learning is changing the landscape of many educational organizations globally. It has been embraced by many educational organizations in rapidly developing countries such as India, China and Malaysia. Wang (2003) stresses the importance of IT solutions in teaching and learning which is required to develop students’ skills by using more contemporary, resourceful and effective methods such as e-learning technology solutions in the universities. Recently, e-learning has become one of the IT tools which have emerged very strongly in the educational sector and specifically in the higher education. Yet, e-learning technology solutions offered by universities suffer from high cost and quality problems, and hence lack of acceptance. As such, this paper examines the factors affecting successful acceptance of e-learning technology solutions offered by colleges and universities in Oman from students’ perspective. The findings of this study will enrich the knowledge of students’ acceptance of e-learning in the Omani colleges and universities.
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Mahdi Abaker, Mohamed Osman Shereif, and Hanan Ali Al-Shehhi. "Educational Portals and Employee Performance in the Sultanate of Oman." GATR Journal of Management and Marketing Review 3, no. 4 (December 12, 2018): 198–205. http://dx.doi.org/10.35609/jmmr.2018.3.4(4).

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Objective - This study investigates the impact of the educational portal on employee performance in the Ministry of Education (MOE) in the Sultanate of Oman. It examines employee perceptions of the benefits of the educational portal used by the MOE. The educational portal provided by the MOE is the main gateway for various types of educational related online services to users. This research focuses on the factors of educational portal services, which facilitates work, and improve employee performance. Methodology/Technique - The research adopts a quantitative methodology and collects data by means of questionnaires. Findings - The findings suggest that the educational portal technology has a positive impact on employee performance. The results also reveal that the employee performance has increased since the introduction of educational portal services compared with employee performance based on the previous manual system. Novelty - This calls for a systematic and periodic review of the educational portal services, to update the technology and accommodate for new requirements. Type of Paper: Empirical Keywords: Educational Portal; Online Services; Portal Technology; Information Technology; Employee Performance; Sultanate of Oman. JEL Classification: M10, M12, M19.
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Al-Maawali, Wafa. "Affordances in Educational Technology: Perceptions of Teachers and Students in Oman." Journal of Information Technology Education: Research 19 (2020): 931–52. http://dx.doi.org/10.28945/4662.

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Aim/Purpose: This study of affordances in educational technology focuses on how the self-perceptions of teachers influence the creation of educational opportunities and how these are received by learners. Background: It is important to explore the affordances offered by teachers, when using educational technology, from the perspective of their students. Within this topic, the interface of the educational technology affordances with the two agents—teachers and students—has often been neglected. Hence, the learning possibilities in educational interactions for the learners cannot be separated from the interactional possibilities created by teachers. The extent to which teachers can create opportunities to address their students’ needs, while effectively conveying the value of these opportunities to their students, is likely to impact on how well these affordances for learning and collaboration are utilised. Methodology: A survey that includes two questionnaires was used. The questionnaires were circulated to 102 teachers and their 354 adult students in six higher education institutions in Oman. The questionnaires were analysed by SPSS Amos v20 for statistical measures such as mean, standard deviation, and correlation. Contribution: The study contributes to the field of e-learning because it demonstrates that the affordances offered by teachers for e-learning have an impact on the possibilities for students to engage. Both affordances were found to be highly correlated statistically. Further, teachers were found to primarily use the lowest level of engagement for online tasks, requiring low levels of cognitive challenge and social involvement from the learner. Findings: The results indicate a low to medium level of self-directed learning that significantly correlates with perceptions of teaching possibilities for learning interactions. Recommendations for Practitioners: Teachers are encouraged to vary approaches to student engagement in online teaching materials such as enhancement, additional engagement opportunities, and extension so that students are encouraged to use different cognitive abilities and capabilities to engage in social interactions. Impact on Society: This study presents a strong recommendation with regards to extending the online affordances towards social interactions of learning beyond the boundary of the classroom. Future Research: Further studies on e-heutagogy and affordances of both teachers and students are needed. The effect of teachers created opportunities on students learning actions is an area that grants further investigation.
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Sharma, Himanshu, and Sunil Prakash Pillai. "Social media technology management in College of Technology in Oman." Journal of International Education in Business 10, no. 2 (November 6, 2017): 147–63. http://dx.doi.org/10.1108/jieb-09-2016-0029.

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Purpose The purpose of this paper is to examine the impact of the constructs – utilitarian, hedonic and social value on the perceptions of the full-time instructors related to their social media technology (SMT) management for learning and teaching practices at workplace. Design/methodology/approach A survey is used to gather the data from 180 instructors (full time) working at one of the colleges owned by the ministry of manpower, Oman. This paper uses reliability analysis to determine Cronbach’s α and analysis of variance for the empirical investigation of instructors’ perceptions on SMT management. Findings The analysis shows that 98 per cent of the instructors use SMTs at their workplace. Social influence is found more dominating than utilitarian and hedonic constructs in impacting on instructors’ intention for SMT use. Findings also claim that higher the use of SMT at workplace stronger the influence on learning and teaching practices of higher education instructors. Practical implications The findings of this study can be used as the recommendations for all the faculty members to use SMTs for their educational, learning and teaching practices. The administration can develop policies to motivate instructors to manage such technologies for professional and personal development to enhance learning and teaching environment at workplace. Originality/value This study is perhaps the leading attempt to use utilitarian, hedonic and social value perceptions of the instructors to investigate the management of SMTs in an academic culture and settings of the developing country in the Middle East (Oman).
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Tawafak, Ragad M., Awanis Romli, Sohail Iqbal Malik, Mohanaad Shakir, and Ghaliya M. Alfarsi. "A Systematic Review of Personalized Learning: Comparison between E-Learning and Learning by Coursework Program in Oman." International Journal of Emerging Technologies in Learning (iJET) 14, no. 09 (May 14, 2019): 93. http://dx.doi.org/10.3991/ijet.v14i09.10421.

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There is a need for several applications and technologies in higher education institutions in Oman to enhance the educational process. This systematical study investigates the simultaneous influence of technology implementation with e-learning and traditional coursework program instruction on the enhancement and development of an assessment method for undergraduates in different programs. This paper aims to analyze the current articles that handle with the learning process and compare between the understanding and acceptance of E-Learning mechanism and traditional coursework method of teaching for improving assessment method and evaluation of academic performance. The method works on the benefits of increasing E-Learning process for educational skills as an assistance tool with faculty material and class discussion. In this study, surveys were distributed to two different universities and college in Oman to assess their satisfaction in the learning model. The findings of this paper assisted the model that may help to improve both the teaching method and academic performance of student learning outcomes.
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Deeb, Asma. "Fifth ASPED/ISPAD Diabetes Academy Proceedings, 11th-13th April 2019, Muscat, Oman." Diabetes and Islet Biology 2, no. 1 (January 12, 2019): 01–22. http://dx.doi.org/10.31579/2641-8975/011.

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The 5th ASPED-ISPAD Diabetes Academy is an initiative by the Arab Society of Pediatric Endocrinology (ASPED) in collaboration with International Society of Pediatric and Adolescence Diabetes (ISPAD) and is exclusively sponsored by Lilly, Gulf, and UAE. The 5th ASPED/ISPAD Diabetes academy was held on 11-13 April, 2019 in Muscat, Oman. The course was accredited with 12 CME hours, by the Omani Pediatric Society. It targets young healthcare professionals in the field of pediatric endocrinology and diabetes with a primary focus on actively supporting training and education in the region. An expert faculty panel from both ISPAD and ASPED from 11 different countries selected candidates following a competitive enrollment process, announced on each organizations respective websites. This year 67 candidates were accepted (out of 117 applicants) from 15 countries. The curriculum is delivered in three main formats; plenary, workshop and debate sessions. The plenary sessions covered novel therapeutic approaches, diabetes emergencies, use of technology in diabetes management, comprehensive diabetes care, dietary challenges, monogenic and rare types of diabetes, psychology and patient empowerment, obesity and type hyperlipidemia in children. In workshops, the focus was on research methodology, clinical cases, nutrition, psychology and technology within smaller groups, which provided a forum for candidates to present either a diabetes research project or unique presentation of a clinical case. Winners selected by the steering committee members presented in the final plenary session. This intensive 3 days course has consistently aimed and successfully provided a concrete educational platform for seamless exchange of clinical and scientific information. This has contributed to improvement of care and outcome for children and youth with diabetes in the ASPED region.
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kindi, Salim Said Ali Al, and Saadat M. Alhashmi. "Use of Social Networking Sites Among Shinas College of Technology Students in Oman." Journal of Information & Knowledge Management 11, no. 01 (March 2012): 1250002. http://dx.doi.org/10.1142/s0219649212500025.

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Introduction: Social networking sites (SNSs) have become a popular method for students to share information and knowledge and to express emotions. They enable students to exchange video files, text messages, pictures and knowledge sharing. They provide an opportunity for students to improve social networking and learning processes, which promotes knowledge in society. Purposes: This paper intends to address the factors motivating students at colleges to use SNSs, to identify the factors that motivate them in using SNSs for educational purposes and to identify the most popular SNSs among students. Design/Methodology: The study uses a questionnaire in order to discover the reasons behind the use of SNSs by students at Shinas College of Technology (ShCT) in Oman. Findings: The study found that the major reasons for frequent use of SNSs are finding information and sharing news. The study also indicated that lack of experience as well as insufficient time and IT skills are effective factors of not using SNSs. Finally, the study discovered that Google Groups, Facebook and Yahoo! 360 are the most popular SNSs used by SHCT students. Research Limitation: The study was limited to ShCT students, which is considered a small community, and the focus group was relatively small. A larger focus group in a different environment may possibly yield different results. Additionally, the list of SNSs listed in the questionnaire was based on previous studies discussed in the literature review. Originality/value: This research will be valuable for those interested in the subject of social networks and e-learning. In this area, there is a dearth of research on reasons for student use of SNSs in Oman, giving this particular research great importance to understanding the way that students interact with SNSs.
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Naqvi, Samia, and Insiya Zehra. "Online EFL Emergency Remote Teaching during COVID 19, Challenges and Innovative Practices: A Case of Oman." Arab World English Journal, no. 2 (January 15, 2021): 17–35. http://dx.doi.org/10.24093/awej/mec2.2.

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The emergent situation brought about by COVID 19 has led to an unprecedented change in the educational sector worldwide, including the Sultanate of Oman. Most of the educational institutions here have responded swiftly to fulfill the requirements of academia by switching to an online emergency remote teaching mode overnight. To get adjusted to the ‘new normal,’ teachers across all academic disciplines, including the English language, have had to adapt to new teaching approaches and learn new skills and competencies to confront this challenge. This empirical cross-sectional research study explores the teacher technology self-efficacy, the challenges faced, and the innovative practices adopted by the EFL teachers during the crisis. A mixed-methods approach was used here, including an online survey and in-depth, semi-structured interviews with six teachers. The survey was administered to 100 EFL teachers from fourteen higher-education institutions, whereas the interviews were held with six survey participants. The study found that majority of the teachers had a strong sense of self-efficacy in using technology as well as considerably positive learning experiences and novel innovations, which all resulted in the various ways they faced pandemic-related challenges. The paper gives, in particular, an account of the innovative techniques adopted by the interviewed teachers during the Pandemic crisis. This investigation hopefully adds to the field of knowledge by sharing effective, innovative techniques that have relevance to EFL teaching in Oman and beyond.
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Al Balushi, Amal A. "The Ethics and Legality of Using Personal Smartphones to take Medical Photographs." Sultan Qaboos University Medical Journal [SQUMJ] 19, no. 2 (September 8, 2019): 99. http://dx.doi.org/10.18295/squmj.2019.19.02.003.

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ABSTRACT: Photography in the medical profession is an asset that may help during patients’ follow-up, monitoring the progression of diseases, getting a second opinion and in medical educational activities. Advances in technology, specifically smartphones, have enabled medical professionals to obtain high-quality photographs with minimal effort and photography experience. This article discusses the ethics and legality of using personal smartphones in a medical professional setting for medical photography. Written informed consent should always be obtained from the patient and should include details about how the photographs will be used.Keywords: Photography; Smartphone; Informed Consent; Ethics; Medical Legislation; Publications; Medical Education; Oman.
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Dissertations / Theses on the topic "Educational technology – Oman"

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Al, Senaidi Said. "An investigation of factors affecting Omani faculty members' adoption of information and computing technology." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11063/.

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The purpose of this study was to explore the factors influencing information and computing technology (ICT) adoption for Omani faculty members from a framework of Rogers' theory of diffusion of innovation. Three hundred Omani faculty members from Sultan Qaboos University (SQU) participated in the study. The survey consisted of five parts: (a) an 18-item questionnaire on ICT uses and skills, (b) a 1-item questionnaire on adopter category, (c) a 44-item self-constructed questionnaire on perception of barriers to adopting ICT, (d) a 50-item questionnaire on ICT attributes adapted from Moore and Benbasat, and (e) a 15-item questionnaire on demographic and job-related variables. Descriptive statistics indicated that the faculty members overall used ICT at the "Sometimes" level and had ICT skills at the "Intermediate" level. The most frequently used and skillful ICT functional areas were Website browsing, Internet search engine, and word processing. One-way ANOVAs found significant group differences of ICT uses and skills, perception of barriers, and perception of ICT attributes in the category of adopter. Early adopters used ICT more, had higher ICT skills, perceived fewer barriers in the adopting process, and recognized higher values of ICT attributes than later adopters did. Multiple regression analysis showed the level of ICT uses could be predicted by ICT skills, adopter category, perception of barriers, ICT attributes, and the selected demographic and job-rated background variables, to a large magnitude with an adjusted R2 value of .70. The level of ICT skills was the most salient predictor. Perception of ICT attributes and the number of traditional classes taught appeared to be important as well. Results supported Rogers' theory at the macro level but not at the micro level.
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Hall, Andrea. "Designing online learning environments for local contexts, as exemplified in the Sultanate of Oman." Faculty of Education, 2009. http://ro.uow.edu.au/theses/272.

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Online learning has a significant role in teaching and learning as it can be used to address the issues of quality and access to learning in higher education. However, for online learning to provide an effective solution, it needs to be designed to meet the learning needs of the students. This includes the consideration of their cultural preferences, as it is generally presumed that these significantly affect how people learn, and consequently affect learning success if courses are not designed appropriately.This is particularly important for the Sultanate of Oman, the focus of this study. Since Oman's renaissance in 1970, it has made impressive steps in the development of its education system from a mere three schools in 1970 to over a thousand in 2006 including over 20 higher education colleges and universities; but still faces the challenges of providing sufficient higher education and of sufficient quality for its rapidly expanding student population. If online learning is to be used to respond to these challenges, then the effect of cultural values and preferences must be considered in the way that learning is designed. However, there is little in the literature on how people in this culture learn, how they learn online, and how learning may be designed in a culturally-suitable manner. This is the problem investigated in the research: if culture does impact learning, how can learning be designed in a way that considers cultural values, and enables a successful learning experience? This thesis describes the development and refinement of design principles as an effective means to design culturally appropriate learning environments for higher education in the Sultanate of Oman.A Design-based Research approach was selected to for this study, as it can be used to develop a design solution that has been tested and refined in a genuine learning context, thus making the solution more useable and robust. This approach begins with the identification of the teaching and learning problem, then the proposal of a draft design solution from a literature review. This is followed with iterative testing in a genuine context, so that the theory is informed and modified in the learning environment. The final stage is the production of refined design guidelines and a modified learning environment that is specific for the context where it was tested.In this investigation, existing design models and principles were identified in the literature. These were used to develop design criteria to guide in the development of a design solution. From the literature review, concepts from Vygotsky’s sociocultural theory were extracted for the design solution as they were found to meet the design criteria more effectively than any other theories that were examined. The five online learning themes of social presence, interaction, collaboration, cognitive strategies, and student-centred learning were identified as a means to apply these theories to the learning design, and it was also found that these theories could be used to explain and verify cultural aspects of the learning design.From this theoretical basis, design guidelines were proposed for a specific context. The five online themes were used as a framework to develop guidelines that were developed from a literature review of learners’ responses to the online environment. Cultural theories were also used to identify worldview and values of the Arabic society so that learning preferences and guidelines could be created for learners with this background. The guidelines were then used to develop an online course, and these became the prototype design solution. This solution was tested iteratively in a context in the Sultanate of Oman, using a case study strategy, during two three month online professional development courses for university faculty. During each research cycle, data analysis was used to modify the design guidelines which then were used to modify the learning environment. This resulted in the development of design guidelines modified by practice and a learning environment modified by theory. Iterative research ensured that the design guidelines continued to shape the learning environment and that this practical context continued to modify and adapt the theory so that with each cycle of research, both the guidelines and the learning environment became more culturally suitable for these particular learners.It was found that the refined guidelines developed in this research were consistent with, and extended, the existing models they built on. They were also able to apply cultural preferences to the design of the learning environment which became increasingly suitable for learners from an Oman cultural background. This provides convincing evidence that this research has provided an effective design solution for culturally appropriate learning design, and for the Sultanate of Oman, where the teaching and learning challenge was identified. It was also found that culture does impact learning significantly, and this emphasises the necessity of using design principles that account for culture and enable the challenges of quality and access to be met more effectively.
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Al-Hashmi, Hamoud Nasser. "The key elements which have influenced faculty members' understanding and attitudes towards the use of educational technology in higher education with particular reference to Sultan Qaboos University, Oman." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251099.

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Al-Naibi, Salem Abdullah Said. "An investigation of the information and communications technology provision in initial teacher education in Oman." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399031.

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Al, Senaidi Said Poirot James L. "An investigation of factors affecting Omani faculty members' adoption of information and computing technology." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11063.

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Al-Hamdani, Dawood Salim. "Introduction of multimedia project-based learning in a technology-rich environment : a study of teacher attitudes and influencing factors in basic education schools in Oman." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:12383.

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In 1998 the government of Oman embarked on a major reform of the education system, to be implemented in stages. Key features of the new-style schools, called Basic Education schools, were to be a constructivist approach to teaching, and the integration of technologies across the curriculum. However, no clear model for integration was proposed. The aim of this study is to explore factors influencing adoption of a constructivist, technology-rich approach in education, in order to propose a model for technology integration. The research sample was composed of 200 Learning Resource Centre teachers in Basic schools in the regions in Oman. Teachers' attitude towards elements of the new, before and after the provision of training and practice, were explored via a questionnaire using 3 and 5-point Likert scales. Attitude change was measured, and the effects of teaching experience, urban or rural residence and previous ICT training on attitude were explored. Additional qualitative information was gathered by structured observation of video-recorded lessons, and by interviews with 40 teachers. Teachers were generally favourable towards the new approach, but lacked confidence in how to implement. After the training, there was a marked increase in positive attitude for all elements except IT goals. Attitudes and practice towards constructivist were found to be influenced by teachers' years of experience, with more experienced teachers being less amenable to change. Other factors such as technology problems and student misbehaviour were also perceived as significant constraint. Recommendations are made for overcoming these problems.
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Al-Majeeni, Amal Obaid. "The integration of information and communication technology into basic education schools in Oman : a study of teachers' use of ICT and the influence of related factors." Thesis, University of Hull, 2004. http://hydra.hull.ac.uk/resources/hull:5608.

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This study investigates teachers' use of Information and Communication technology (ICT) in Basic Education schools in Oman. The introduction of ICT was a reform in the education system embarked upon in 1998 which aimed to transfer the schools from the traditional style to more progressive through the integration of technology into teaching and learning. The main focus of the present study is on exploring the influence of different factors on the use of ICT, such as the availability of different types of equipment, teacher training, learning resource centres, administration and attitudes toward the importance of the educational technology to the teaching-learning process. The study is based on both quantitative and qualitative data gathered using a variety of methods: questionnaires, interviews and classroom observations. The questionnaire sample consisted of 743 teachers. Interviews and observations were conducted with 23 teachers in all regions in Oman. Results indicate that teachers' use of ICT was low and most of them (around two thirds of the sample) still rely on traditional media tools; ICT use by Basic Education teachers was still confined primarily to laboratory settings; and teachers' technology experiences were not directly integrated into daily classroom instruction or lesson planning. Access to resources, time, training, home use and support were identified as factors that influence the integration of technology into daily instruction. Among the findings of the study are continuing weaknesses in ICT integration and the need for improved and more flexible in-service training. In addition, the study argues that the main concern of the Basic Education teachers was the lack of support, which could be improved by offering technical, administrative and suitable guides and knowledge to help them the achieve the higher levels of ICT integration.
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Brummer, Lynette Lancaster. "From school to work via the colleges of technology in Oman : how can the preparation for this transition be streamlined at Ibri CT with reference to globalisation?" Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28015.

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This study explores how tertiary education supports and prepares students to take up a career today. The research question is: How can the preparation for the transition from school to work be streamlined at Ibri College of Technology with reference to globalisation? Classroom-based practices were considered in this case study in Oman, to establish how the objectives of stakeholders can be met in pursuit of their goals, within the set curriculum and culture. The objectives were to: • Interpret and evaluate the respondents' responses to the research-instruments appropriate to existing literature and current employer demands; • explore perceptions of educational activities considering cultural diversity; and • provide guidelines for streamlining the transition. It is concluded from the didactic triangle that the better lecturers are prepared to comply with expectations of the students and curricula, the more positively learner achievement is impacted at college. Continuously updating the curricula embraces global occupational requirements as well as didactic goals. This theory applies equally to all the stakeholders and influences how students eventually manage modern workplace demands. Prioritising structured communication practices alongside EFL and technology as skills, support school to work transitions in tandem with the adolescents' progression towards adulthood. The value of this study lies in its contribution to the body of knowledge on this complicated transition in Oman. The findings and conclusions assist instructors as well as their students whose transition from school to work can subsequently be streamlined. It also sustains economic and social occupational processes, in the Sultanate and globally, now and in the future.
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Book chapters on the topic "Educational technology – Oman"

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Lane-Kelso, Mary. "Fast-Tracking Technology Integration Toward Global Education in Oman." In Fast forwarding Higher Education Institutions for Global Challenges, 1–10. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-603-4_1.

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Al Bulushi, Ahmed Hassan, and Namitha Krishnan. "The College of Engineering at the National University of Science and Technology, Sultanate of Oman." In Internationalising Programmes in Higher Education, 176–81. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429344503-110.

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Vogel, Ann. "Transnational Institutions of Higher Education and Their Contribution to the National Innovation System: The Case of the German University of Technology in Oman." In Transnational German Education and Comparative Education Systems, 155–72. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-36252-2_9.

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Tarhini, Ali, Khamis Al-Gharbi, Ali Al-Badi, and Yousuf Salim AlHinai. "An Analysis of the Factors Affecting the Adoption of Cloud Computing in Higher Educational Institutions." In Research Anthology on Architectures, Frameworks, and Integration Strategies for Distributed and Cloud Computing, 1504–29. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5339-8.ch074.

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This article aims to examine the main factors that may hinder or facilitate the adoption of cloud computing (CC) services by higher educational institutions in developing countries, exemplified here by Oman. A conceptual model was developed through extending the technology-organization-environment (TOE) framework. Data was collected from 387 IT decision makers working in four higher educational institutions in Oman using a cross-sectional survey. Data was analysed using structural equation modelling based on AMOS 22.0. The results show that behavioural intention (BI) towards adopting CC services in higher educational institutions was influenced by top management support, relative advantage, attitudes towards change, technology readiness, complexity, government regulation, peer pressure, and data concerns in their order of influencing power. These all together accounted for 58.3% of the variance in BI. However, compatibility, vendor lock-in and external expertise did not have an influence on BI. This research provides original insight for cloud computing adoption within Oman from a managerial and IT professional perspectives. Specifically, this research would be helpful for government agencies, cloud computing providers and policy makers at higher educational institutions. It will also explain the relatively low penetration rate of cloud computing services at present, which will help in formulating strategies to encourage the adoption and acceptance of CC services by Omani higher educational institutions, where CC is still considered an innovation.
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Elmardi, Abdelmoniem. "The Role of the Forum of Sudanese Professionals Working in Oman (FSPWO) in Introducing & Supporting Medical Informatics & Medical Educational Technology in Sudan." In Role of Diaspora in Technology Transfer and Achieving Sustainable Development in Sudan, 31–34. WASD, 2009. http://dx.doi.org/10.47556/b.diaspora2009.4.

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Alzadjali, Amna Hashim Hamdan. "Policies and Initiatives for the Internationalization of Higher Education in Oman." In Policies and Initiatives for the Internationalization of Higher Education, 12–31. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5231-4.ch002.

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This chapter studies the globalization of higher education in context of The Sultanate of Oman. It is a study on the understanding of internationalization of higher education which results in conclusions and recommendations on the enhancement of the future of internationalization of higher education in Oman. Internationalization of higher education is not new. In today's age of global knowledge and technology, an interconnected network and global awareness are increasingly viewed as major and sought-after assets. With the current labor market requiring graduates to have international, foreign language, and intercultural skills to be able to interact in a global setting, institutions such as World Trade Organization (WTO) and the General Agreement on Trade in Services (GATS) are placing more importance on internationalization. Complying with WTO and GATS agreements, Oman had to liberalize its HE, open the door for foreign universities to have campuses inside its borders, and encourage outbound and inflow of students.
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Ramachandran, Nithya, Habiba Mohammed Al-Mughairi, and Abdallah Khalfan Al-Azri. "Student Participation in Quality Assurance Processes of HEIs the Omani Context." In Global Perspectives on Quality Assurance and Accreditation in Higher Education Institutions, 286–305. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8085-1.ch016.

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Quality assurance and accreditation are the most pronounced words in the education sector. Quality culture involves all stakeholders in the process. Students who are the major stakeholders play a vital role in the QA process of an institution. The role of students in QA process in Oman context has been covered by conducting interviews from both students and staff members. The current study has been conducted on all the 13 branches of University of Technology and Applied Sciences. An online interview schedule was arranged with five students and two staff members from each branch. The list of students and staff was collected from the quality assurance department of UTAS branches. The results of the study showed that students are actively participating in various programs. The main hindrances to student involvement are low awareness about QA processes, time constraints, and low student representation towards QA processes. The implication of this research is important for HEIs, OAAA, academic researchers, and higher education stakeholders.
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"Networked Equality: Technology and Access A discussion between Omar Wasow and Ethan Zuckerman moderated by Brian Sholis." In Rethinking Contemporary Art and Multicultural Education, 70–80. Routledge, 2011. http://dx.doi.org/10.4324/9780203840252-11.

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Al-Karaghouli, Wafi, Ahmed Al Azri, and Zahran Al Salti. "E-Government and EIS Change Management and Critical Success Factors." In Cases on Enterprise Information Systems and Implementation Stages, 181–214. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2220-3.ch011.

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Transformational e-government projects and large-scale Enterprise Information System (EIS) implementation projects have one thing in common: they both overrun their time and budget due to unclear vision and unrealistic expectations. The aim of this chapter is to report on a success story of implementing e-government in the Higher Education Admission Centre (HEAC) that is beneficial in providing an insight to both categories of projects. The case is unlike many other case studies that look at project failures; it is concerned with exploring and discussing the key critical factors that facilitate the success of the projects of both categories (Brady & Maylor, 2010). The research is a qualitative approach, and the investigation uses a single case study, with data collected by means of semi-structured interviews and organisational documents from the Ministry of Higher Education in Oman. The research findings suggest that there are three paradigms with a set of factors that impact the success of projects, namely organisational paradigm, technology paradigm, and end-user paradigm.
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Conference papers on the topic "Educational technology – Oman"

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Al Amri, Miad, Zahra Al Rawahi, Vikas Rao Naidu, Raza Hasan, and Arti Sharma. "IMPORTANCE OF SMART CHANNEL FOR NATIONAL STATISTICS AND INFORMATION FOR EDUCATIONAL USE IN THE CONTEXT OF SULTANATE OF OMAN." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2399.

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Hassan, Hossam, and Khalifa Al-Jabri. "ABET Accreditation: An Engineering Experience from Sultan Qaboos University, Oman." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2691.

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The Accreditation Board for Engineering and Technology (ABET) accredits college and university programs in engineering under the Engineering Accreditation Commission (EAC). The process follows Engineering Criteria (EC) 2000, which focuses on outcomes (what is learned) rather than what is taught. This paper presents an overview of the processes developed by the civil engineering (CE) program at Sultan Qaboos University to satisfy ABET Criteria 2, 3, and 4. The program had a successful accreditation visit in November 2013. Program educational objectives (PEOs) were developed. A review and revision process for PEOs was also developed. ABET student outcomes (SOs) were adopted by the CE program. SOs were broken to outcome elements. Key performance indicators were developed for each outcome element, according to the six levels of Bloom’s taxonomy for cognitive domain. The process used direct indicators from student work as well indirect survey instruments. The program has developed a detailed and systematic approach for assessment of SOs with feedback and follow-up on implementation of actions for continuous improvement. Planning for the next accreditation cycle of SO assessment proved valuable, as the new accreditation committee started executing an already laid out work plan.
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Jafar Naqvi, Syed, and Manzur Ali Ajiz. "Attitudes toward WebCT and Learning: An Omani Perspective." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2977.

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This study investigated the students attitudes toward the use of World Wide Web Course Tools (WebCT) and its influence on learning taking a course Introduction to Computers in Business offered at the College of Commerce and Economics in Sultan Qaboos University in Oman. Sultan Qaboos University is a co-educational institution where in most computer classes the male and female students are equally distributed. Omani society is a segregated society where male and female students have some how different life style and have different attitudes towards learning Information Technology. This research is exploring the difference if any of their attitudes toward WebCT, where WebCT was introduced in their “Introduction to Computers in Business” course as a supplementary learning tool. The finding showed that though male students have little more exposure of WebCT at the beginning of the course than the females, but towards the end of the course the male and female students have appreciated almost equally the importance and the use of WebCT as it is easily accessible from any Internet enabled location and at any time in addition it helps them in better understanding and learning the course material.
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Naqvi, Syed, and Hafedh Al-Shihi. "M-Government Services Initiatives in Oman." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3389.

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Information technology and communications have now become the main elements that move forward and help Oman in its national development process. Internet penetration in most developing countries like Oman is still low as oppose to mobiles dissemination, despite the government plans and strategies to enhance internet diffusion. Internet subscribers comprised about 2.5% of the general population of Oman. In contrast, the number of mobile holders increased substantially since the launch of these services in 1996. Prepaid mobile services and SMS were introduced in 2001 and both are currently popular with subscribers. Such fine appeal influenced many government organizations to go mobile with their services. This paper reviewed the ICT sector and the current m-government initiatives in Oman setting up the mobile services and aimed to understand the key factors to adoption and diffusion of these services.
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Alawi, Sultan Juma Sultan, Izwan Nizal Mohd Shaharanee, and Jastini Mohd Jamil. "Profiling Oman education data using data mining approach." In THE 2ND INTERNATIONAL CONFERENCE ON APPLIED SCIENCE AND TECHNOLOGY 2017 (ICAST’17). Author(s), 2017. http://dx.doi.org/10.1063/1.5005467.

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Rana, RK, and S. Chhabra. "Challenges for Developing Navies to Adopt Industry 4.0." In International Conference on Marine Engineering and Technology Oman. London: IMarEST, 2019. http://dx.doi.org/10.24868/icmet.oman.2019.006.

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The rapid advancements in microprocessors has enhanced the computational power available on the desk top, enabling a paradigm shift in the way Researchers are handling large amount of data, developing newer algorithms to gain a deeper understanding of the subject matter as well as thinking and performing tasks that could never be imagined by mankind couple of decades ago. 3D additive printing; robotics - soft and hard; increased autonomous operations; Big data analytics; Internet of Things; Cyber Physical Systems; Artificial Intelligence; Machine Learning; Nanotechnology; Augmented and Virtual Reality; Exoskeleton; Cloud computing; Predictive maintenance; Advanced materials etc are the results of exponential rise in computational power, collectively known as Industry 4.0. Adoption of industry 4.0 across different industrial domains is now encroaching upon design, building, operation and maintenance of both commercial and naval ships. This paper intends to examine the adoption rate in advanced navies and look at the challenges faced by the developing navies, (especially in the Indian context), in their readiness for industry 4.0. The challenges could be education and training of human resources; industry support; local culture and mindset - within the navy and outside the navy; Cyber Security; Data storage; Data Privacy and confidentiality etc.
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Alsheibani, Saif. "JOB SATISFACTION OF PRINCIPALS IN DHARIAH REGION IN THE SULTANATE OF OMAN." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1757.

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Salim Al-Ghatrifi, Issa Nasser. "Cloud computing: A key enabler for higher education in Sultanate of Oman." In 2015 International Conference on Computer, Communications and Control Technology (I4CT). IEEE, 2015. http://dx.doi.org/10.1109/i4ct.2015.7219539.

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Alshidhani, Zubayda, and Said Aldhafri. "OMANI TEACHERS’ REASONS TO LEAVE THE PROFESSION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2149.

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Lane-Kelso, Mary, and Clifford Fyle. "REAL OR NOT REAL: DECONSTRUCTING MESSAGES IN THE MEDIA ARENA WITH STUDENTS IN OMAN." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0617.

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