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The Degree of Applying E-Learning Standards by Lecturers in Designing Electronic Courses in Jordanian Universities

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The Degree of Applying E-Learning Standards by Lecturers in Designing Electronic Courses in Jordanian Universities i 6666666666666666666666666666 0000000000000000000 The Degree of Applying E-learning Standards by Lecturers in Designing Electronic Courses in Jordanian Universities By Ragad Abdullah Ahamd Supervised By Dr. Hamzeh Alassaf A Thesis Submitted in partial fulfillment of the Requirement for the Master Degree in Information and communication Technology in education Department of Special Education and Educational Technology College of Educational Sciences Middle East University June, 2020 ii Authorization iii Committee Decision iv Acknowledgment I thank Allah, the most Gracious and Compassionate, who blessed me with health and a great family and people who guided me in writing this thesis. I wish to express my sincere appreciation to my supervisor, Dr. Hamzeh Alassaf, who has the substance of a genius: he convincingly guided and encouraged me to be professional and do the right thing even when the road got tough. Without his persistent help, the goal of this project would not have been realized.My deep thanks for are to all the lecturer of the department of information and communication technology. Finally, I express my very profound gratitude to my parents and to my sister for providing me with unfailing support and continuous encouragement throughout my years of study and through the process of researching and writing this thesis. This accomplishment would not have been possible without them. v Dedication Without the support of many people the completion of this project would never have occurred. To my supervisor Dr. HamzehAlassaf, who challenged me to do the best that I could do, who gave me continuous support, guidance, encouragement and suggestions. I could not have done this without him. To my parents, who have assisted me from the beginning of graduate school and helped me to realize what I wanted to do with my life and who gave me lots of support to help me get there to achieve the completion of this degree. Thank you so much for your support. To my eldest Dr. Noor who has been great and has been there for me throughout this process and gave me lots of comments and helped me throughout the whole process of writing my thesis. To my prof. reader Noor Alsajadieah who gave me all the knowledge and the support I needed. Remember all things are possible for those who believe in themselves and take advantages of any fruitful chance they have. This thesis is the beginning of my journey, many goals are waiting to be achieved. vi Table of contents Subject Page Thesis title …………………………………………………………………. i Authorization ……………………………………………………………… ii Thesis Committee Decision …………………………………………….…. iii Acknowledgment ………………………………………………………….. iv Dedication …………………………………………………………………. v Table of Contents ………………………………………………………….. vi English Abstract …………………………………………………………... viii Arabic Abstract ……………………………………………………………. ix Chapter One Background and Importance Introduction ……………………………………………………………….. 1 The Problem of the study ………………………………………………….. 3 The Aim and Questions of the study ……………………………………… 5 Significance of the study ………………………………………………….. 5 Limitations of the study …………………………………………………… 6 Delimitations of the study …………………………………………………. 6 Definition of terms ………………………………………………………… 6 Chapter Two Literature Review and Previous Studies Introduction ……………………………………………………………….. 9 First: Literature Review …………………………………………………… 9 The Emerge of E-learning ………………………………………………… 10 The Meaning of E-learning ……………………………………………….. 11 The components of E-learning ……………………………………………. 11 The tools of e-learning ……………………………………………………. 12 E-learning properties ……………………………………………………… 13 Several reasons to use E-learning today in our life ……………………….. 14 The difference between traditional learning and e-learning ………………. 14 Benefits of E-learning ……………………………………………………... 16 The meaning of electronic courses ………………………………………... 17 Kinds of electronic courses ……………………………………………….. 17 Different ways of interact in the electronic courses ………………………. 18 Scorm standard ……………………………………………………………. 18 Second: Related previous studies …………………………………………. 18 Summary of the previous studies …………………………………………. 38 vii Chapter Three Method and Procedure Introduction ……………………………………………………………….. 40 Research Methodology ……………………………………………………. 40 The population of the study ……………………………………………….. 40 The Sample of the study …………………………………………………... 41 The Instruments of the study ……………………………………………… 42 The Validity of the Instrument ……………………………………………. 42 The Reliability of the Instrument ………………………………………….. 43 The stability of the Study tool …………………………………………….. 44 The variables of the Study ………………………………………………… 46 Data Analysis ……………………………………………………………… 46 Procedures of the Study …………………………………………………… 46 Chapter Four Findings Introduction ……………………………………………………………….. 48 Chapter Five Discussion of the Findings Introduction ………………………………………………………………. 66 Recommendations ………………………………………………………… 73 References ………………………………………………………………… 74 Appendix (1) ………………………………………………………………. 85 Appendix (2) ………………………………………………………………. 92 Appendix (3) ………………………………………………………………. 100 Appendix (4) ………………………………………………………………. 101 viii The degree of applying E-learning standards by lecturers in designing electronic courses in Jordanian universities By Ragad Abdullah Ahamd Supervised by Dr. Hamzeh Alassaf Abstract This study is to explore the degree of applying E-learning standards by lecturers in designing electronic courses in Jordanian universities. The sample consisted of (651) lecturers from private and public universities. A questionnaire was used to collect data, and determine the degree of applying E-learning standards in designing electronic courses in Jordanian universities. Both Validity and reliability of the instrument were assured. The findings of study showed that the degree of applying E-learning standards by lecturers in designing electronic courses in Jordanian universities was moderate, there are statistically significant differences at (= 0.05) due to University type variable in all domains and in total score in favor of private universities and on the other hand there are no statistically significant differences at (= 0.05) due to college variable in all domains and total score, except for the objectives of the electronic course and Multimedia, differences were in favor of Scientific colleges. Among the recommendations, the researcher recommended the following: - Organizing courses for lecturers in Jordanian universities on the importance of using e- learning and designing electronic courses within the standards of e-learning. - Motivating and supporting lecturers in Jordanian universities to use different learning systems varieties of e-learning, by giving rewards to them. Keywords: e-learning, standards of e-learning, electronic courses. ix درجة تطبيق معايير التعلم اﻻلكتروني في تصميم المقرارت اﻻلكترونية في الجامعات اﻻردنية لدى أعضاء الهيئة التدريسية إعداد رغد عبداهلل أحمد إشارف الدكتور حمزة العساف الملخص هدفت الدراسة للتعرف على درجة تطبيق معايير التعلم اﻻلكتروني لدى أعضاء الهيئة التدريسية في تصميم المقرارت اﻻلكترونية في الجامعات اﻷردنية، وقد تكونت عينة الدراسة من )651( من أعضاء هيئة تدريس في مختلف الجامعات اﻷردنية. واستخدمت استبانة لجمع البيانات بعد التأكد من صدقها وثباتها. وأظهرت نتائج الدراسة: أن درجة تطبيق معايير التعلم اﻻلكتروني في تصميم المقرارت اﻻلكترونية في الجامعات اﻻردنية كانت معتدلة وان هناك فروف ذات دﻻلة إحصائية عند مستوى الدﻻلة (= 0.05) بسبب متغير نوع الجامعة في جميع المجاﻻت وفي ال درجة الكلية لصالح الجامعات الخاصة وﻻ توجد فروق ذات دﻻلة إحصائية عند ) = 0.05( وبسبب متغير الكلية في جميع المجاﻻت والنتيجة الكلية، باستثناء أهداف الدورة اﻹلكترونية والوسائط المتعددة ، كانت اﻻختﻻفات لصالح الكليات العلمية. من بين التوصيات التي أوصى بها الباحث ما يأتي: تنظيم دوارت للمحاضرين في الجامعات اﻷردنية حول أهمية استخدام التعلم اﻹلكتروني وتصميم الدوارت اﻹلكترونية ضمن معايير التعلم اﻹلكتروني وتحفيز ودعم المحاضرين في الجامعات اﻷردنية ﻻستخدام أنظمة مختلفة من التعلم اﻹلكتروني من خﻻل منح مكافآت لهم. الكلمات المفتاحية: التعلم اﻹلكتروني، ومعايير التعلم اﻹلكتروني، المساقات اﻹلكترونية. 1 Chapter One Background and Importance of the study Introduction In the past technology has been something unusual and not all people know what it is or even when and where it should be used. Over the years people all around the world started to recognize that technology become something essential in many aspects of their lives like practical, commercial, cultural, health and educational aspects. (Alshahat, 2009). Technology has increased dependence on all of the recent aspects and has spread the knowledge that technology can help us and make our life easier just by using it correctly. Using educational technology in education has a lot and different benefits which encourage the lecturers and educators to use it in many different ways. By using technology in education it made the lecturers life easier and the creation of the term E-learning has become a term of education that all the lecturers’ who know what it is they were actually encouraging all the educators to use it by combining e-learning with the traditional way of learning.(Roblyer, 2003). E-learning is all about transferring education from the traditional way of learning to E-learning and it is a kind of education that depends on using 2 technological devices and the internet to deliver information to educators or learners with the smallest effort and cost. (kittanh, 2008). Educational technology has two sides’ materialistic and programming aspects. Materialistic aspects are all about the tools, devices, and simply anything we can touch as for the programming aspects deals with all the
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