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This article investigated the impact of using e‐learning models' with the principles of constructivism to enhance the critical thinking skills of students in higher education institutions. The study examines the effectiveness of e‐learning model in enhancing critical thinking of students at university level. This effectiveness is measured by a critical thinking test. The target population for this study is undergraduate information systems' students enrolled in Spring 2005 and Fall 2006 semesters at Kuwait University. 相似文献
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This study investigated ESL teachers’ perceptions regarding the use of Computer Assisted Language Learning (CALL) in teaching reading to children. A random sample of 145 teachers participated in the study by completing a survey developed by the researchers. To explore the situation in depth, 16 teachers were later interviewed. Results indicated that the main purpose of using CALL with children is to help them develop reading strategies and increase their motivation. The most common strategies teachers reported using were computers to: enhance children's reading skills, support children's reading, listen to stories read aloud, recognize letter/sound relationships, and identify letters and beginning sounds of words. Teachers reported that CALL has some benefits, such as providing opportunities for active interaction and differentiated instruction. The main barriers of using CALL are the lack of resources and suitable software and hardware. The study ended with recommendations for further research and instructional improvements. 相似文献
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Khalfan Zahran Al Hijji 《Cataloging & classification quarterly》2013,51(4):276-292
A content analysis approach was adopted to analyze relevant literature and course syllabi for the purpose of examining cataloguing and classification education in Gulf Cooperation Council (GCC) states. Important findings of this study include: traditional knowledge organization is still at the core of bibliographic control education; there are changes and developments in teaching methods; cooperative cataloguing, and partnerships with major specialized utilities are in the interest of educators; and emphasis on the practical part of cataloguing education is increasing to as much as 50% of the total teaching hours in some courses. 相似文献
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The current study attempts to identify the factors working against collaboration among academic libraries in Oman. Semi-structured, face-to-face interviews were used to obtain the views, experience, and opinions of research participants from the four university libraries involved in this research regarding the issue of library collaboration. Many of the Omani librarians in this study viewed cultural and psychological issues, including resistance to change, lack of understanding, mistrust, and, on occasions, an unconcerned attitude, as barriers to library collaboration efforts. However, opinions regarding the significance of these factors varied dramatically. This investigation identified many relevant factors that can impede efforts of collaboration in any society, which included: financial, technical, cultural, and administrative. The findings of this study also confirm the impact of these factors on library collaboration in Oman. 相似文献
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Ali Khalfan Al‐Naqbi 《Research in Science & Technological Education》2013,31(3):227-247
This research investigated Grades 5 and 6 science workbooks for the degree to which they promote scientific inquiry abilities, opportunities that students had to acquire these abilities and the obstacles hindering students from implementing them. A document review technique and a constant comparative method were applied sequentially. A total of 58 instigative logs were scrutinized. Findings revealed that while the activities allowed students to use appropriate techniques and tools to collect and interpret data, and use their inquiry abilities related to implement investigation plans, they did not allow students real opportunities to formulate questions, plan for simple investigations, write conclusions, or communicate investigations. A total of 15 Grade 5 and 6 science teachers were asked to report their perceptions of the students’ role in implementing identified abilities. A one‐way analysis of variance revealed that there was a significant difference between students who individually implemented the inquiry abilities and students who were supported by the teacher or by other students. Obstacles that hindered students from implementing identified inquiry abilities included teachers’ intensive supports, students’ limited background or skills, and materials and instrument shortages. The study concluded with recommendations for policy, practice, and future research. 相似文献
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