This research focused on the undergraduate learners’ perceptions of blended learning at the Arab Open University – Bahrain Branch (AOU-BH). It also focused on factors that influence learners’ perception and examined the relationships between learners’ perceptions and their particular demographic characteristics (age, gender, educational level, experience with the internet, and employment status). In addition, the interrelationships between the perception dimensions were examined. This research also aimed at investigating the relationship between learners’ satisfaction and the perception dimensions. Learners’ perception dimensions in this study were: the course interaction, the learners’ autonomy provided in the course, the course structure, the quality of instructional methods, and the course interface. The course interaction dimension was composed of two sub-dimensions: learner-learner interaction and learner-instructor interaction. The course structure (CS) was also composed of two sub-dimensions the CS-content and CS-assessment. The researcher developed an instrument to measure the perception dimensions and satisfaction with blended learning. The instrument was administered to a sample of 779 AOU_BH undergraduate learners. MANOVA, ANOVA, correlations, and multiple regressions were used to analyze the data. Findings indicated that the overall learners’ perception of blended learning at the Arab Open University – Bahrain Branch was found to be positive. Age and gender were found to be insignificant factors in the learners’ overall perception. Learners’ educational level was found to be a significant factor for learner-learner interaction and course interface. The relationship between learners’ experience with the internet and the perception dimensions was found to be significant. Learners who had more experience with the internet expressed significantly higher positive perception of the blended learning program. The more internet experience the learner had, the more autonomy he/she could practice in a blended learning course. When relationships between perception dimensions were examined it was found that: The relationships between learner-learner interaction and learner-instructor interaction, course structure sub-dimensions, and course interface, were insignificant. Significant relationships were found between learner-instructor interaction with course structure sub-dimensions, and with course interface. The relationships between course structure sub-dimensions and the course interface were significant. The relationships between learner autonomy with the interaction sub-dimensions and the course structure sub-dimensions, interaction sub-dimensions, and course interface were significant. The relationship between learners’ satisfaction with most perception dimensions, namely: course structure sub-dimensions, quality of instructional methods, and interface was significant moderately positive. The relationship between learners’ satisfaction and the interaction sub-dimensions was significant and weakly positive. The perception dimensions, when taken together, had a sizeable effect on satisfaction with blended learning. However, quality of instructional methods and interface were the most important dimensions for explaining learners’ satisfaction with blended learning.

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.

In AI, there are four basic categories of representational schemes: logical, ,Procedural, network and structured representation scheme

This report is by J.D.Lasia provides some back ground on the topic as it gives the reader the benefit of the considerable insights that emerged from the round table dialogue. It begins, as the conference did, with description and definition of the cloud.

With the abundance in education technology (edtech) tools and apps currently available, and new ones popping up in app stores daily, how do you find the right ones for your practice? How do you ensure the digital tools and apps that you select for use in your classroom will enrich and extend your teaching, provide an accessible learning experience, and protect students' privacy? What should you look for when evaluating the user experience of apps and tools? This free, open access eBook highlights the key steps and considerations for finding, evaluating, and teaching with digital tools and apps!

This report utilizes massive datasets to summarize trends and patterns in educational technology (EdTech) communications, interest, use, research, and adoption across the U.S. Utilizing public social media posts, public school website data, and research indexing APIs, this report provides educators, principals, policymakers, and researchers with a birds eye view of what has been happening in the field of educational technology in recent years. Results for each section are provided as prose, tables, and infographics. This free, open access eBook highlights the key steps and considerations for finding, evaluating, and teaching with digital tools and apps!

There is much innovation to be found in the field of Educational Technology, both in its design and in its use. However, this innovation is patchy and inconsistent and rarely informed by research evidence or effective research practice. When reviewing work from within academia, commerce and educational practice it is clear that vital information about the context of the innovative work is unrecorded and that the relationships between researchers, developers and practitioners rarely exist. The production of effective innovations in the design and use of educational technology will rely upon these key relationships being fostered and strengthened. Developers need to be aware of existing evidence and able to use sound research methods to evaluate their products, researchers need to work with developers to help them acquire the knowledge and skills, and educators must be part of the process through their input to the design and evaluation of the technologies being developed.