Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.757593
Title: Using information technology techniques to investigate and develop computing teaching in higher education system (HE) in Libya
Author: Alzain, A. M.
ISNI:       0000 0004 7430 4103
Awarding Body: Nottingham Trent University
Current Institution: Nottingham Trent University
Date of Award: 2018
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Abstract:
This study investigated the development of the use of technology and pedagogy in computing education in the Libyan Higher Education System (LHES). A number of objectives guided this research: first, it explored teacher perceptions and understanding of using technology and pedagogy in the teaching process. Secondly, a new technological-pedagogical framework (Five-arrows framework) was developed. Further, the study investigated the effect of using different forms of information (visual - active information) in constructing the learning style instruments on the accuracy of measuring preferred learning styles. This study also developed the first Arabic Learning Style Instrument (ALSI). The instrument was used to develop an adaptive education system, which was used as an assisting system to support teachers in considering learner differences among students. The system was tested on three different courses. In this research, 319 students, teachers and experts were involved, and mixed methods approach (quantitative and qualitative) was used. Learning style instruments, questionnaires, open-ended questions, documentary review and semi-structured interview methods were used to collect research data. Statistical data was analysed using the Statistical Package for the Social Sciences (SPSS). Pearson's Correlation, Chi-square and Paired T-Test were conducted to explore the association, dependency and difference of variables. In addition, Cronbach's Alpha, Content Validity Index (CVI), Classical Item Analysis (CIA) Test-Retest Reliability and Principal Component Analysis (PCA) were used to test the reliability and validity of instruments. The statistical analysis revealed that the ALSI seems to be a suitable psychometric instrument to detect the learning style of Arab learners and cultures. The findings also revealed that the instrument content type has a significant effect on the accuracy of measuring preferred learning styles. No significant differences were found between males and females in terms of preferred learning styles. There was a significant positive correlation between the visual style and years of computer use. The results also showed that the dominant learning style of computer students in Libya is active/visual. The results also show that the performance of students who learnt using the adaptive system is significantly better than the achievement of other students who learnt the same educational content but without using the system. Thus, the study includes developing a new pedagogical framework (the Five-arrows framework), a learning style model and the first valid and reliable ALSI. The study recommends conducting professional training sessions about use of technology and pedagogy in a teaching process in order to improve teacher understanding and attitudes towards using technology. There is also a need to consider the individual differences among the students and improve student awareness about their preferred learning style.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.757593  DOI: Not available
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