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Littérature scientifique sur le sujet « Internet in higher education – Saudi Arabia – Case studies »
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Articles de revues sur le sujet "Internet in higher education – Saudi Arabia – Case studies"
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Almazroi, Abdulwahab Ali, Eltahir Kabbar, Muawya Naser et Haifeng Shen. « Gender Effect on Cloud Computing Services Adoption by University Students : Case Study of Saudi Arabia ». International Journal of Innovation 7, no 1 (2 janvier 2019) : 155–77. http://dx.doi.org/10.5585/iji.v7i1.351.
Texte intégralRésumé :
Cloud computing is a state of the art technology that provides services to individuals and organizations on demand via the Internet. Implementation of cloud services in an organization will lead to improved performance and reduced cost related to computing services. A number of previous studies suggest that there is a need to further investigate the role of gender on the adoption of cloud computing, especially in developing countries. The aim of this paper is to investigate the role of gender in the adoption of cloud computing services by university students in KSA. To meet the research objective an SEM study was conducted using responses from 451 Saudi higher education students to determine the role of gender on could computing acceptance in KSA context. The findings of this research show that there is a settle difference between female and male students where trust was found to be a significant determinant of behavioural intention for female students but not for their male counterparts. On the other hand, image was found to be a significant determinant of PU for male students but not for female students.
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Brutt-Griffler, Janina, Mohammad Nurunnabi et Sumi Kim. « International Saudi Arabia Students’ Level of Preparedness ». Journal of International Students 10, no 4 (15 novembre 2020) : 976–1004. http://dx.doi.org/10.32674/jis.v10i4.839.
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Given that students’ level of preparedness for study abroad is malleable, this study aimed to assess Saudi students’ level of preparedness academically and socioculturally to enhance their overseas experiences and success in higher education. Using a mixed methods research design consisting of survey data, semistructured interviews, and case studies with undergraduate and graduate students in a predeparture Saudi context and those enrolled in U.S. programs, the study provides empirical data to understand students’ intent to study abroad, local institutions’ contributions to preparation, and challenges encountered. Findings across datasets corroborated that Saudi students are highly motivated, while articulating the need for substantive supports toward a better understanding of U.S. higher education, academic expectations, and sociocultural practices. Participants articulated the need for advanced English skills, especially academic literacies (academic writing and reading strategies) to cope with demanding workloads in graduate programs. The study discusses curricular implications for higher education in binational contexts.
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Alim, Sophia. « Understanding the Use of Twitter for Teaching Purposes in Saudi Arabian Universities ». International Journal of Web-Based Learning and Teaching Technologies 12, no 3 (juillet 2017) : 1–22. http://dx.doi.org/10.4018/ijwltt.2017070101.
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The increased use of Twitter in Saudi Arabia has opened new opportunities in higher education teaching. However, there exists a lack of studies which examine academics' thoughts on Twitter use for teaching purposes. For this study, a questionnaire was distributed to academics in Saudi Arabian universities in order to explore their experiences and opinions regarding Twitter use in teaching. The results of the questionnaire indicated that the top three teaching activities Twitter was used for were: sharing resources, posting important information, and enabling students to ask questions. Positive experiences of using Twitter in teaching focused on: accessibility, the dissemination of important information, student engagement, and the sharing of opinions and ideas. Negative experiences highlighted issues such as a lack of Internet connections, the distracting nature of tweeting, privacy, the small size of tweets, and time management. What this study highlighted was the use of Twitter in higher education teaching was still in the experimental stages of implementation.
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Alharbi, O., H. Alotebi, A. Masmali et N. Alreshidi. « Instructor Acceptance of Mobile Learning in Saudi Arabia : A Case Study of Hail University ». International Journal of Business and Management 12, no 5 (27 avril 2017) : 27. http://dx.doi.org/10.5539/ijbm.v12n5p27.
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Mobile technology has influenced almost every aspect of our modern lives. The enhancement of learning in Saudi Arabia, as well as significant development in education overall, may be possible through mobile learning. However, the successful implementation of mobile learning in tertiary education profoundly relies on the acceptance of mobile learning from both students and instructors. Most mobile learning acceptance studies target higher education students. Therefore, this study aimed at examining the factors that affect university instructors’ intentions to use mobile learning at Hail University. Eighty instructors completed the online survey, and the results indicated that performance experience, effort expectancy, social influence, and facilitating conditions altogether predicted the instructors’ use of mobile learning, as 67% of the variation was found to be affected by these variables in the multiple regression analysis outcome. The results also suggested that effort expectancy is the best predictor of instructors’ behavioural intentions to use mobile learning.
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Alfawaz, Hanan A., Soundararajan Krishnaswamy, Latifah Al-Faifi, Halima Ali Bin Atta, Mohammad Al-Shayaa, Saad A. Alghanim et Nasser M. Al-Daghri. « Awareness and Attitude Toward Use of Dietary Supplements and the Perceived Outcomes Among Saudi Adult Male Members of Fitness Centers in Saudi Arabia ». International Journal of Sport Nutrition and Exercise Metabolism 28, no 5 (1 septembre 2018) : 509–14. http://dx.doi.org/10.1123/ijsnem.2017-0246.
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Dietary supplements are believed to enhance athletic performance and/or prevent/reverse pathological states. Despite the increasing use of dietary supplements in Saudi Arabia, systematic studies in this field are lacking. This study aims to assess the relation between demographic and social characteristics and dietary supplement use among adult males in Saudi Arabia. Demographic and dietary supplements data from fitness club participants were collected through a questionnaire, and the Pearson chi-square test was used to determine associations. A total of 448 apparently healthy adult males above 20 years of age, who were registered at fitness centers located in Saudi Arabia, participated in the study. The majority (275 [62%]) of the study participants were younger (20–30 years), of normal weight (189 [43%]), without health problems (332 [79%]), and obtained an undergraduate degree or higher (336 [77%]). The majority (58%) took supplements under the supervision of a professional and the rest depended on Internet (22%), friends (12%), or books (4%) for choosing supplement types. The main motives of the participants for visiting the fitness center were: weight loss (N = 149 [35%]), keeping fit (N = 101 [24%]), and muscle building (N = 151 [35%]). One hundred and fifty-five participants (44%) were taking supplements on a daily basis with 34 (10%) having taken it for a prolonged duration (>1 year). The most commonly used supplements were proteins (29%) and multivitamins (21%). Supplement use was not associated with the participants’ family income or level of education but was positively associated with younger age (<31 years), χ2(2, N = 443) = 4.96, p = .03.
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Alenezi, Ahmed. « Checking on Preferential Choices of E-learning & ; M-learning : A Case Study of Northern Border University, Saudi Arabia ». International Journal of Emerging Technologies in Learning (iJET) 12, no 05 (31 mai 2017) : 98. http://dx.doi.org/10.3991/ijet.v12i05.6790.
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The development of new E-learning technologies and the arrival of mobile learning systems have brought greater impact on the education sector especially towards higher education learning system. There is no doubt that it is extremely useful for all those individuals lacking sufficient time for their studies. They can use such electronic forms of learning to enjoy the anytime & anywhere learning environment. It has attracted the attention of big software industry owners as well as mobile technology based companies over the period. M-learning is able to provide the learners with learning opportunities with greater capabilities through the use of mobile phones or smart-phones. Northern Border University (NBU) in Saudi Arabia is already using several online and offline automated software’s & Blackboard LMSs in its various Deanships, Colleges and Departments for student’s self-learning purposes. This case study aims to assess the behavioral differences of students/faculty members using E-learning (Mobile Apps/ Web applications) to learn/teach the respective subjects. It discusses about the perceptions of students/faculty members about M-learning & E-learning including the modes and their maximum uses of certain mobile App/Web Application whether offline or online. There are five criteria and for each criterion questionnaires are designed to take the opinions from different groups. Likert scale method is used here. Statistical testing method T-Test is used here to calculate the results among the groups.
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Ryhan, Ebad,. « The Role and Impact of English as a Language and a Medium of Instruction in Saudi Higher Education Institutions : Students-Instructors Perspective ». Studies in English Language Teaching 2, no 2 (12 juin 2014) : 140. http://dx.doi.org/10.22158/selt.v2n2p140.
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<p>English as a medium of Instruction in higher education institutions across the Kingdom of Saudi Arabia is a debatable subject. The Ministry of Higher Education mandates English as the Medium Instruction (EMI) in all the higher education institutions across the kingdom. Since Arabic is the mother tongue of the natives and the only spoken language in the entire region, it is the only medium of instruction in all the schools up to the secondary level. English is formally introduced as the language of instruction in undergraduate level. This sudden shift in language produces a barrier which creates chaos and repulsive issues with the medium of instruction. All the universities have their separate English Language Centre (ELC) as well as Preparatory Year Program (PYP) where they intensively train and prepare students for the English language. Emphasis is laid upon improving students reading, writing, speaking, and listening skills. However, many studies conducted to examine the issue of medium of instruction have revealed an existence of a huge gap between teaching and learning, knowledge acquisition, and overall understanding of the subjects using English medium of instruction. Arabization is also a major contributing factor in making the situation difficult. Students and instructors encounter high levels of challenges and obstacles during the course of classroom instruction. This paper identifies the gap between English medium instruction (EMI) and Arab medium instruction (AMI) and investigates the root cause of the issues taking into account the reports of other case studies. The paper concludes with recommendations to address these issues.</p>
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Ouma, Christine. « Online learning perception among college students during COVID-19 pandemic around the world : Review ». African Educational Research Journal 9, no 3 (13 septembre 2021) : 790–99. http://dx.doi.org/10.30918/aerj.93.21.120.
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The author conducted a systematic review of the perception of online learning among college students during the COVID-19 pandemic. The review included 21 studies from institutions in Asia (Saudi Arabia, United Arab Emirates, Pakistan, India, Sri Lanka, Nepal, Indonesia, and The Philippines), Europe (Romania and Poland), Africa (Ghana and Algeria), and South America (Chile). The results indicated that students from Asia and Africa overwhelmingly had an unfavorable view of online learning during the pandemic. More than 75% of students in Nepal, India, Indonesia, Pakistan, Algeria, and Ghana used mobile phones to access course material which brought challenges, such as the high cost of data bundles, unreliable network, and lack of adequate cellphone space to download the materials needed for class. Other than Poland, Romania, and United Arab Emirates, students from the rest of the countries reported unreliable internet access. Additional challenges reported include lack of prior experience with online learning, technical difficulties accessing materials online, high volume of assignments, poor communication between learners and educators, distractions from home environment, and lack of practical and clinical experience for students in medical schools. The findings from this systematic review could help administrators of higher education institutions acknowledge the online learning difficulties experienced by college students and prepare for future disruptions.
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Zaghloul, Hisham Saad, Jehan Abd-Alwahab Alandejani et Yousef Khader Sanajlawe. « A Proposed Plan to Implement Core Competencies and High-Impact Educational Practices in Saudi Universities in Light of The Experiences of Some International Universities ». International Journal of Education and Information Technologies 14 (22 février 2021) : 223–40. http://dx.doi.org/10.46300/9109.2020.14.24.
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Although first-year seminars and experiences have been widely considered as a high-impact educational practice, which is used to enhance academic performance, retention, and acquisition of critical 21st Century outcomes, first-year seminars and experiences tend to be loosely defined and assessed in prior studies to highlight its importance in improving the education process as a whole; therefore, this study aims to assess the impact of highimpact educational practices (HIEPs) in preparatory years in Saudi Arabia and international universities, then proposing a plan for efficiently implementing HIEPs in higher education institutions. To achieve that, case-based analysis and the survey analysis method were used wherein qualitative examination of practices in University of California and Indiana University and quantitative assessment of (130) faculty members and students’ perception of Northern Border University was conducted. Case analysis revealed that international universities implement practices suited for their institution and not the stated one i.e., Health Professional Advising Center, undergraduate research programs, or Capital academic internship program in University California, while undergraduate research, service-learning practices, or learning community in Indiana University. Survey analysis on the other hand stated that consisting of the above (20_ years respondents, implementation of core competencies and HIEPs helps in exploring relevant issues and controversies, linking of knowledge and skills, and better students and faculty bond which raise teaching and learning experience. Results revealed that core competencies and HIEPs have a significant influence on the teaching and learning outcomes. As result, an efficient implementation the plan is proposed to activate HIEPs and core competencies in the preparatory year at Saudi universities.
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Ahmed Fadelelmoula, Ashraf. « The Effects of the Critical Success Factors for ERP Implementation on the Comprehensive Achievement of the Crucial Roles of Information Systems in the Higher Education Sector ». Interdisciplinary Journal of Information, Knowledge, and Management 13 (2018) : 021–44. http://dx.doi.org/10.28945/3942.
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Aim/Purpose: The aim of this study is to examine empirically the effects of certain key Critical Success Factors (CSFs) for the implementation of Enterprise Resource Planning (ERP) Systems on the comprehensive achievement of the crucial roles of Computer-Based Information Systems (CBISs) Background: The effects of the CSFSs were examined in the higher education sector in the Kingdom of Saudi Arabia (KSA) using a case study of the ERP adoption in Prince Sattam Bin Abdulaziz University. Methodology: A theoretical model was proposed based on the literature written on the CSFs and the roles of CBISs in business. The model encompasses six key CSFs and their associations with the realization of the crucial roles of CBISs. To test the proposed model, a questionnaire was developed by considering the most frequently used measurements items in the ERP’s literature. The data were collect-ed from 219 key stakeholders. Contribution: This study acts as one of the few empirical studies in assessing the effects of the important CSFs for ERP implementation upon its successful implementation. Its outcomes provide more insights and clarifications about the effects of six key CSFs on the comprehensive achievement of the crucial CBIS’s roles. Particularly, the uniqueness of this study lies in addressing the effects of these CSFs on the achievement of the vital CBIS’s roles collectively rather than the achievement of each role individually. Moreover, the study examined these effects in the higher education environment, which is characterized by its own special business processes and services. Findings: The results reveal that the six key CSFs have a positive relationship with the comprehensive achievement of the crucial roles of CBISs. These findings are consistent with many previous studies on the effects of the CSFs on the realization of the expected benefits of the enterprise systems. Recommendations for Practitioners: The managers and other key stakeholders should carefully manage the vital aspects of the CSFs in order to realize the promised ERP’s benefits, including the CBIS’s roles. Future Research: Additional empirical examinations are needed to investigate the effects of the rest of the CSFs on realizing the roles of information systems.
Thèses sur le sujet "Internet in higher education – Saudi Arabia – Case studies"
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Kadwa, Mohammed Siddique. « Attitudes of Saudi Arabian learners to online communication in EFL ». Diss., 2012. http://hdl.handle.net/10500/8880.
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The rapid pace with which internet technology has entered our daily lives provides an opportunity for English language teachers to incorporate some such platforms in their teaching. This study investigates the attitudes of Saudi Arabian learners towards online communication in EFL. It takes place in a university preparatory program at Taibah University in the Kingdom of Saudi Arabia. Questionnaires and interviews were used to gather data pertaining to the attitudes’ of Saudi Arabian learners to online communication in EFL. In order to achieve its aims, this study uses both quantitative and qualitative data to inform EFL practitioners of learners’ attitudes towards English, online communication in general and online communication for EFL purposes.Educational Studies
M.A. (TESOL)
Chapitres de livres sur le sujet "Internet in higher education – Saudi Arabia – Case studies"
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Farag, Alshimaa Aboelmakarem. « Motivating Architecture Students in the Design Studio ». Dans Theoretical and Practical Approaches to Innovation in Higher Education, 138–61. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1662-1.ch008.
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This chapter aims to discuss the power of motivation in achieving a productive and fruitful learning experience in the Design Studio. The objective is to provide focus on the students' motivation determinants in the Architecture Design Studio within the opportunity to present case studies for learning innovations in a female university in the Kingdom of Saudi Arabia. The discussion focuses on the instructor-student interrelationship built as it has been adopted in several cases in the Design Studio courses at different levels at the Architecture department. The presented case studies introduce Design Studio activities and implementation to get students to be more motivated to learn and investigate innovative ideas for incorporating learning techniques. This chapter emphasizes the innovation, implementation, and the barriers and difficulties in teaching Architecture Design Studio courses to Saudi female students. The current discussion aims to foster initiatives that influence students' behavior, instructors' decision-making, and educational adopted policy.
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Gitsaki, Christina, et Abbad Alabbad. « ICT Integration in Post-Secondary English Teaching and Learning ». Dans Information Systems Applications in the Arab Education Sector, 179–93. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1984-5.ch013.
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The positive effects of computer-assisted language learning (CALL) have been widely acknowledged in the body of literature. While the majority of studies concern the use of CALL in the West, there is a dearth of research on the use of CALL in the Middle East and in particular in the Arabian Gulf where the English language plays a prominent role and being able to speak English is the passport to attending higher education and gaining employment. This chapter documents two case studies in higher education institutions in the Gulf, one in Saudi Arabia and one in the United Arab Emirates. The studies show how the use of CALL positively affected Arab students’ language skills and their attitudes towards learning English with technology, paving the way for further research in the Arabian higher education context, where the use of Information and Communication Technology (ICT) for teaching and learning is gaining ground at a fast pace.