Model of Faculty Experience in E-Learning Student Satisfaction

There is a need for several models in the higher education institutions of the Middle East to improve both teacher and student satisfaction. This study investigates the influence of combining online learning with class communication on the enhancement of teaching methods and assessment techniques. This paper aims to enhance an e-learning model for improving faculty assessment. In the first part, an organized review of the previous literature articles was determined to test and compare the common criteria used in selecting factors such as student motivation, understanding, usage, and satisfaction. Then, design a compatible model that mixed up with an online E-Learning model with course work classes for assessing both student grade and skills performance in addition to evaluate the match of teaching method and course outcomes and learning. In this study, surveys were distributed to AlBuraimi University College in Oman to assess their satisfaction with teaching and assessment. The findings of this paper give highly acceptance of SPSS statistical results.

[1]  Ramón Zataraín-Cabada,et al.  An affective and Web 3.0-based learning environment for a programming language , 2017, Telematics Informatics.

[2]  Jeffrey D. Kromrey,et al.  A longitudinal study of the retention and academic performance of participants in freshmen orientation course. , 1994 .

[3]  Tsuyoshi Usagawa,et al.  Potential Impact of Blended Learning on Teacher Education in Mongolia , 2017 .

[4]  Francisco José García-Peñalvo,et al.  Future Trends in the Design Strategies and Technological Affordances of E-Learning , 2016 .

[5]  Sherry Y. Chen.  Evaluating the Learning Effectiveness of Using Web-Based Instruction: An Individual Differences Approach , 2005, Int. J. Inf. Commun. Technol. Educ..

[6]  Francisco J. García-Peñalvo,et al.  Methodological Approach and Technological Framework to Break the Current Limitations of MOOC Model , 2015, J. Univers. Comput. Sci..

[7]  Ragad M. Tawafak,et al.  E-learning prospect on improving academic performance in Omani Universities , 2019 .

[8]  Seiji Isotani,et al.  Educational Data Mining: A review of evaluation process in the e-learning , 2018, Telematics Informatics.

[9]  Ragad M Tawafak,et al.  A Review on Models of Human Face Verification Techniques , 2019, 2019 International Conference on Fourth Industrial Revolution (ICFIR).

[10]  Ragad M. Tawafak,et al.  Student Assessment Feedback Effectiveness Model for Enhancing Teaching Method and Developing Academic Performance , 2019, Int. J. Inf. Commun. Technol. Educ..

[11]  A. K. M. Najmul Islam,et al.  E-learning system use and its outcomes: Moderating role of perceived compatibility , 2016, Telematics Informatics.

[12]  Ragad M. Tawafak,et al.  Continued Intention to Use UCOM: Four Factors for Integrating With a Technology Acceptance Model to Moderate the Satisfaction of Learning , 2018, IEEE Access.

[13]  Hodjat Hamidi,et al.  Analysis of the essential factors for the adoption of mobile learning in higher education: A case study of students of the University of Technology , 2017, Telematics Informatics.

[14]  Dale Goodhue,et al.  Task-Technology Fit and Individual Performance , 1995, MIS Q..

[15]  Thomas A. Brush,et al.  Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors , 2008, Comput. Educ..

[16]  R. M. Tawafak,et al.  E-learning Model for Students’ Satisfaction in Higher Education Universities: Review Paper , 2019, 2019 International Conference on Fourth Industrial Revolution (ICFIR).

[17]  Sohail Iqbal Malik,et al.  Teaching Problem Solving Skills using an Educational Game in a Computer Programming Course , 2019, Informatics Educ..

[18]  Leping Liu.  Evaluating Online Learning Applications: Development of Quality-Related Models , 2005, Int. J. Inf. Commun. Technol. Educ..

[19]  Panagiotis Adamopoulos,et al.  What makes a great MOOC? An interdisciplinary analysis of student retention in online courses , 2013, ICIS.

[20]  Ragad M Tawafak,et al.  Techniques For Face Verification: Literature Review , 2019, 2019 International Arab Conference on Information Technology (ACIT).

[21]  S. I. Malik.  Comparison of tradition and ADRI based teaching approaches in an introductory programming course , 2017 .

[22]  Rahma Al-Mahrooqi,et al.  Analyzing the Use of Motivational Strategies by EFL Teachers in Oman , 2016 .

[23]  George Veletsianos,et al.  A posthumanist critique of flexible online learning and its "anytime anyplace" claims , 2019, Br. J. Educ. Technol..

[24]  Hsiu-Ju Chen,et al.  Linking employees' e-learning system use to their overall job outcomes: An empirical study based on the IS success model , 2010, Comput. Educ..

[25]  M. Shakir,et al.  LITERATURE REVIEW OF AUTHENTICATION LAYER FOR PUBLIC CLOUD COMPUTING: A META-ANALYSIS , 2019 .

[26]  Abdullah Al Rubaish,et al.  Using Deductions from Assessment Studies towards Furtherance of the Academic Program: An Empirical Appraisal of Institutional Student Course Evaluation , 2011 .

[27]  Charles R. Graham,et al.  A framework for institutional adoption and implementation of blended learning in higher education , 2013, Internet High. Educ..

[28]  Sohail Iqbal Malik,et al.  A model for teaching an introductory programming course using ADRI , 2017, Education and Information Technologies.

[29]  Tsuyoshi Murata,et al.  {m , 1934, ACML.

[30]  Ragad M. Tawafak,et al.  Review on the Effect of Student Learning Outcome and Teaching Technology in Omani's Higher Education Institution's Academic Accreditation Process , 2018, ICSCA.

[31]  Sumit Gulwani,et al.  Automated feedback generation for introductory programming assignments , 2012, PLDI.

[32]  Sohail Iqbal Malik,et al.  Comparison of Traditional and ADRI Based Teaching Approaches in an Introductory Programming Course , 2017, J. Inf. Technol. Educ. Res..

[33]  Andrew Y. Ng,et al.  Offering Verified Credentials in Massive Open Online Courses: MOOCs and technology to advance learning and learning research (Ubiquity symposium) , 2014, UBIQ.

[34]  Mohanaad Shakir,et al.  Technology Enhancement Learning Reflection on Improving Students’ Satisfaction in Omani Universities , 2018, Advanced Science Letters.

[35]  Awanis Romli,et al.  Assessing the Impact of Technology Learning and Assessment Method on Academic Performance: Review Paper , 2018 .

[36]  Laurie Posey,et al.  Transitioning a bachelor of science in nursing program to blended learning: Successes, challenges & outcomes. , 2017, Nurse education in practice.

[37]  Alexander Seeshing Yeung,et al.  University english language learners' readiness to use computer technology for self-directed learning , 2017 .

[38]  Sohail Iqbal Malik,et al.  Framework design of university communication model (UCOM) to enhance continuous intentions in teaching and e-learning process , 2019, Education and Information Technologies.

[39]  Mary K. Tallent-Runnels,et al.  Teaching Courses Online: A Review of the Research , 2006 .

[40]  Ragad M. Tawafak,et al.  E-learning system of UCOM for improving student assessment feedback in Oman higher education , 2018, Education and Information Technologies.

[41]  C. Fornell,et al.  Evaluating structural equation models with unobservable variables and measurement error. , 1981 .

[42]  Mohanaad Shakir,et al.  A Systematic Review of Personalized Learning: Comparison between E-Learning and Learning by Coursework Program in Oman , 2019, Int. J. Emerg. Technol. Learn..

[43]  Francisco José García-Peñalvo,et al.  From massive access to cooperation: lessons learned and proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs , 2016, International Journal of Educational Technology in Higher Education.

[44]  S. S.-C. Young.  In search of online pedagogical models: investigating a paradigm change in teaching through the School for All community , 2004, J. Comput. Assist. Learn..