The current research aims to investigate the effectiveness of a suggested support system for an environment of mobile training based on the application of "Instagram" in order to develop cognitive news editing and performance competencies in Kuwait. The study's experiment is applied on news editors working in the news sector in the Ministry of Information, State of Kuwait. An experimental research method with a Quasi-design was implemented on a sample consisting of 36 news editors, divided randomly into two groups, a control and experimental group of 18 individuals in each group. One of the two groups conduct the pretest method. While research instruments applied the assessment test in order to assess the cognitive competencies while a checklist was developed to investigate the performance competencies. The general model of instructional design ADDEI was utilized for designing the proposed mobile support system of the current research. The current research's experiment was carried out on editors using appropriate statistical procedures so that to test the research hypothesis. Hence, the results of the current research indicated significant differences in favor of the experimental group in both assessment test and checklist. In addition to significant differences in favor of assessment and checklist posttest scores.

The current study aimed to investigate the effects of a proposed blended learning strategy in teaching medical vocabulary at Arabian Gulf University (AGU) on some outcomes of the learning process. The study attempted to assess the effects of the proposed strategy on pre-medical students’ achievement, attitudes towards the English language, and their satisfaction with the unit. The study sample consisted of 50 students who scored less than 60% in AGU English Language Entry exam. The sample was randomly divided into two groups; 22 students in the control group and 28 in the experimental group. The research instruments included: AGU English language unit exams in English 151, attitude towards English language and satisfaction with the unit scales that were developed by the researcher. Data analysis revealed that, concerning achievement and attitude towards the English language, there were no statistical significant differences between the experimental and the control group except with regard to the second midterm exam total score where the control group performed significantly better than the experimental group. The results also indicated that the experimental group members demonstrated high degree of satisfaction toward the online unit in three dimensions of the scale and medium satisfaction in one dimension. It was argued that though students were satisfied with the online unit, lack of vocabulary improvement was due to lack of administrative support.

The current study aimed at investigating the effect of an e-lectronic environment designed according to Dick and Carey model on English language skills of high school students and their motivation towards Eng 301 course at Hamad Town Secondary School. The researcher applied the developmental research method. She selected purposeful research sample which consisted of (54) students from Hamad Town Secondary School from the third level, all students who were enrolled in (Eng 301) subject in the first semester of the academic year 2017/2018. The researcher analyzed and designed the content of English subject content and built the e-lectronic environment according to Dick and Carey Model. The researcher built the following research instruments: Achievement test for reading, writing and grammar skills, Keller’s Course Interest Survey (CIS) for Motivation, satisfaction questionnaire for satisfactory and class Dojo questionnaire. The researcher applied the electronic environment, besides she applied the instruments before and after the experiment, and appropriate statistical analysis used to test the three research hypotheses. The study results indicated that there were no statistical significant differences between the experimental and control groups in their satisfaction with e-lectronic environment which were taught for the experimental group only; experimental group members demonstrated their satisfaction with the e-lectronic environment and the control group members as well demonstrated their satisfaction with authentic content. The study results also indicated the existence of statistically significant differences at (α=0.05) between the achievement test; a pre-test and post-test in the mean score of experimental and control groups in the two main English language skills: Reading, writing and grammar. Students improved in the academic reading and writing skills, and there were a statistically significant differences in reading skill test (achievement). Moreover, there were no statistically significant differences in motivation. Based on the study findings, relevant recommendations were made and suggested studies were proposed.

The current study aimed to investigate the effects of Distributed Pair Programming (DPP) on some of the learning process outcomes. The study attempted to assess the effects of DPP by assessing its effects on the performance, satisfaction with online collaborative learning and teamwork skills of the Computer Science (CS) and Management Information System (MIS) sophomore students at Al-Jubail University College (JUC). The study examined the following hypotheses: • DPP affect students' performance compared with the performance of the students adopting Distributed Non-Pair Programming (DNPP). • DPP affect students' teamwork skills compared with the teamwork skills of the students adopting DNPP. • DPP affect students' satisfaction with the online collaborative learning compared with the satisfaction of the students adopting DNPP. The study’s sample consisted of 68 students of CS and MIS sophomore students taking Introduction to Computer Science CS 202 programming course. The sample consisting of the paired students was randomly and evenly divided into experimental and control group. The study's instruments included: students satisfaction with online collaborative learning questionnaire, students prior teamwork skills questionnaire, and students teamwork skills checklist. The study yielded a non-significant difference between the experimental and the controlled group in the performance variables except with regard to the time taken to create the program, in which the experimental group took less time. Additionally, the study resulted with a significant difference between the two groups in relation to the teamwork skills important sub-variables in favor of the experimental group. Moreover, the study resulted with a significant difference between the two groups in their satisfaction with peer interaction, which is the important sub-variable of students satisfaction with online collaborative learning, the experimental group showed a significantly higher level of satisfaction compared to the control group.

The purpose of this study is to investigate the impact of a blended learning strategy based on enrichment activities in acquiring English grammatical skills at diploma level on one side and if it leads to improvement in self-efficacy towards English on the other. The study tries to explore these two hypotheses: 1. The usage of blended learning strategy based on enrichment activities leads to acquiring of English grammatical skills. 2. The usage of blended learning strategy based on enrichment activities improves self-efficacy. The sample consists of 28 students; 14 experimental and 14 control. The method used in the study is the Quasi Experimental Design while the instruments of the study are Demographic Questionnaire, Self-efficacy scale as a post test and Achievement test as a post test . Findings indicate that students proposed to the strategy performed significantly better than the students who did not. There are significant statistical differences at the level (α<= 0.05) in achievement test in favor of the experimental group. The students’ self-efficacy towards English, on average, was higher in the experimental group than those in control group due to instruction method, but the difference wasn’t significant. The study concluded that an exploitation of opportunities for English enrichment activities would definitely enhance proficiency in English grammar.

The current study aimed to investigate and assess the effect of the Virtual Laboratory on the performance, attitude and motivation of the Microbiology enrolled female students at the College of Basic Education and Training, Kuwait State 2009-2010. Randomization of the sample was not an option, so the study included only the available sample, which was one hundred twenty seven female students who enrolled in the subject of Microbiology at the College of Basic Education and Training, Kuwait, in the academic year of 2009-2010. The available sample was grouped into a control and experimental groups as they enrolled in the subject, and were tested on two different semesters, each on a different semester for some validity considerations and to increase the sample size. The research instruments included: the microbiology laboratory final practical exam, and Performance Assessment sheet that included the elements of motivation, attitude and performance adapted from Timothy Ryan (1993). The virtual laboratory was implemented for 10 laboratory experiments that were delivered to the students via a data show presentation twice a week, once at the end of the lecture on the theoretical part of the course and once before the actual experiment takes place. Data analysis of microbiology laboratory final practical exam revealed that the performance variable has significantly improved for the experimental group than that of the control group. Whereas the data analysis for the Performance Assessment sheet showed that all dependant variables were affected positively by the virtual laboratory but in different margins; the performance variable was affected significantly better than the other two dependant variables, motivation and attitude.

The aim of this thesis is to evaluate the present use of iPads in schools, particularly K-12 schools, as well as to consider how they might be used more effectively in the future. In order to carry out this aim, the researcher used the quantitative research method and developed a 32- question survey for a potential 250 participants. Responses to all 32 questions were gathered from those who responded, 65 participants. Of those who responded, 77% were female and 23% were male. Approximately 45% were between the ages of 22-25, 38% were above the age of 25, and 17% were between the ages of 18-21. A majority, 62%, had obtained a Bachelor’s degree as their highest form of education. The participants were from two schools, one in Bowling Green and the other in Toledo. Out of the 32 questions that they responded to, 18 were multiple-choice questions, and 14 involved free responses. The free responses allowed for a wide range of opinions, and for descriptive statistics to be gathered. Importantly, this study revealed that most teachers, whether or not they already use iPads as a tool for instruction, would use them as such if they were available and if their access was cost-effective. It also revealed that most teachers who are currently using iPads for the purpose of classroom instruction are able to recognize and articulate various ways that they are useful and beneficial tools for this purpose. This study recommended that parents, teachers, school administrators, and government officials communicate with one another and work together to ensure that technology is used efficiently.

This study examines the experiences of teachers and students in the integration of computers in three different socioeconomic school contexts of the Atlantico department in northern region of Colombia. This research used a case study approach and collect qualitative data from interviews and observations in two public and one private schools. The analysis of teachers’ beliefs in relation to their role in education, teachers and students’ perceptions toward using technology in teaching and learning, and the uses of technology in the three schools revealed that there is no connection between teachers’ beliefs about their role in the classrooms and perceptions toward the use of technology for teaching with their actual practices. The research concludes that the development of constructivist classrooms and effective use of technology in schools is a slow evolutionary process, which requires not only a better preparation of teachers but also a change in students’ expectations.

With the rapid growth of Cloud Computing, the use of Clouds in educational settings can provide great opportunities for Computer Science students to improve their learning outcomes. In this thesis, we introduce Cloud-Based Education architecture (CBE) as well as Cloud-Based Education for Computer Science (CBE-CS) and propose an automated CBE-CS ecosystem for implementation. This research employs the Cloud as a learning environment for teaching Computer Science courses by removing the locality constraints, while simultaneously improving students' understanding of the material provided through practical experience with the finer details and subjects’ complexities. In addition, this study includes a comparison between Cloud-based virtual classrooms and the traditional e-learning system to highlight the advantages of using Clouds in such a setting. We argue that by deploying Computer Science courses on the Cloud, the institution, administrators, faculty, and the students would gain significant advantages from the new educational setting. The infrastructure buildup, the software updating and licenses managements, the hardware configurations, the infrastructure space, maintenance, and power consumption, and many other issues will be either eliminated or minimized using the Cloud technology. On the other hand, the number of enrolled students is likely to increase since the Cloud will increase the availability of the needed resources for interactive education of larger number of students; it can deliver advanced technology for hands-on training, and can increase the readiness of the students for job market. The CBE-CS approach is more likely to allow faculty to better demonstrate the subjects' complexities to the students by renting he needed facilities whenever it is desired. The research also identified several potential Computer Science courses which could be launched and taught through Clouds. In addition, the selected courses have been classified based on three well-known levels of the Cloud services: Software as a Service (SaaS), Platform as a service (PaaS), and Infrastructure as a Service (IaaS). Subsequently, we propose to build a framework for CSE-CS considering the service layers and the selected courses. The proposed CBE-CS framework is intended to be integrated in a Virtual Classroom Ecosystem for Computer Sciences based on Cloud Computing referred to as VCE-CS. This ecosystem is scalable, available, reliable, and cost effective. Examples from selected pilot courses (i.e., Database, Operating System, Network, and Parallel Programming) are discussed. This research describes VCE-CS and argues for the benefits of such systems.

The current study investigated the relationship between technology readiness (TR; Parasuraman, 2000) and job satisfaction. Participants were recruited via MTurk and assessed on their TR and job satisfaction. The final sample consisted of 93 participants. Findings indicated that overall TR, as well as combined TR drivers, were positively correlated with overall job satisfaction. The TR driver optimism was positively correlated to ability utilization, as well as independence. The TR driver innovativeness was positively correlated with creativity. Combined TR inhibitors were not significantly related to overall job satisfaction, nor were the individual TR inhibitor facets significantly related to the chosen job satisfaction facets. These findings suggest that TR may play a significant role in employee job satisfaction in the modern workplace, and that TR driver facets may hold a more significant role in this relationship.

This thesis was developed to look at leadership styles in higher education administration. The first portion of the study was to look at previous research in the field of leadership and communication, as it pertains to the industry of higher education administration. The next step was to summarize data from the Campus Climate/Great Colleges to Work For Survey administered by a regional research university, followed by individual interviews with campus leaders to formulate themes. Finally, this thesis looked at the results and determined if campus leaders have changes methods of leadership in correspondence to the results found by the Office of Assessment. Limitations and direction of future research were determined.

Children with Autism Spectrum Disorder(ASD) exhibit considerable behavior challenges for their parents. This group of children and parents have important special education needs. A developing group of research has shown that effective interventions for toddlers with ASD ought to incorporate parent contribution and commitment to their child. The involvement of parents in implementing intervention is appropriate in enhancing children's earliest social relationships. Recent studies have demonstrated that parents, when coached weekly by professionals(intervention team) for 12 weeks, were able to learn and implement engagement strategies throughout the day in interactions with their toddler with ASD, and maintain those strategies over time. So, One of the best approaches is virtually connecting a parent with the intervention team so that the parent can process, grieve and decide their course of action. Research has provided evidence that mobile technology is expanding the learning experience both inside and outside the classroom. We have designed a mobile application for teaching both the parents and their children. Our project mainly emphasizes on implementing special educational application connecting the intervention team with the parent. Our application includes features like messaging center, calendar of events, user profiles and soon. It will help keep track of user progress, provide supplemental instruction, and a way for families to communicate with intervention team members.