Designing Learning Objects for a Computer Science Course: Are There Any Effects on Developing Practical Skills and Professional Interests among Students of Computer Department, Faculty of Education, University of Dammam?

Ghadeer W. Alharthi, Abdellatif E. Elgazzar, Ahmed M. Nouby

1Distance Teaching and Training Program, Arabian Gulf University, Manama, Kingdom of Bahrain 3Department of Curriculum and Instruction, College of Education, Suez Canal University, Ismailia, Egypt.
1Distance Teaching and Training Program, Arabian Gulf University, Manama, Kingdom of Bahrain 2Department of Instructional Technology and Information, Ain Shams University, Cairo, Egypt.
Distance Teaching and Training Program, Arabian Gulf University, Manama, Kingdom of Bahrain.

DOI: 10.4236/jss.2014.22006                

Abstract

This research aims at investigating the effectiveness of Designing Learning Objects for the Course “Basics of Communications and Networks” according to Wiley’s Model on Developing Practical Skills(PS) and Professional Interests(PI) among Students of Computer Department, Faculty of Education at Jubail, University of Dammam, KSA to get the answer to the major question: Are there any effects on developing practical skills and professional Interests? The research implemented the experimental research method in a quasi-experimental control group with pretest-posttest design. The sample was purposive one, consisted of (54) subjects from two sections of female students of those enrolled in the course during the first semester of the year 2012-2013 in the Faculty of Education at Jubail. The two sections were randomly assigned to the two groups: experimental group (27) and control group (27) students. Two research hypotheses were formulated to answer the major question. The Course “Basics of Communications and Networks” was developed using eLearning Objects (LO) according to Wiley’s Model through a practical/or operational model, and then refereed. Two research tools: Observation Checklists of practical skills (OCPS), and Professional Interests Test (PIT) were developed and validated thru refereeing. The experimental group learned through the eLearning Objects Design (Treatment) of the course while the control group learned through the regular teaching method of that course. The two research tools: OCPS and PIT were implemented before and after the experiment for both groups. Data were processed and then analyzed using SPSS package and the two hypotheses were tested. Results showed a statistically significant difference between the two means of the experimental group and the control group for the experimental group in OCPS for the experimental group, while there was no statistically significant difference between the two means in PIT. So, the answer of the major question: that there were Effects of designing eLearning Objects on Developing Practical Skills, while no effects on developing Professional Interests among Students of Computer Department, Faculty of Education. Some recommendations as well as some suggestions for future research, based on this research results were provided.

Keywords

Designing Learning Objects; Wiley’s Model; e-Learning; Practical Performance Skills; Professional Interests; University e-Course

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1]	Bailey, W. (2005) What is adl scorm? http://zope.cetis.ac.uk/lib/media/WhatIsScorm2_web.pdf
[2]	Dick, W., Carey, L. and Carey, J. (2009) The systematic design of instruction. 7th Edition, Pearson Higher Education Inc., Upper Saddle River, NJ, USA.
[3]	El-Gazzar, A.-L.E. (2002) Effectiveness of using multimedia computer assisted instruction on acquision of some levels of learning of scientific concepts according to Frayer’s Model of Concepts’ evaluation. Journal of Education, Scientific Refereed Journal, Faculty of Education, Al-Azhar University, Cairo, 155, 37-83.
[4]	Frosch-Wilke, D. (2004) An extended and adaptable information model for learning objects. Proceedings of IEEE International Conference on Advanced Learning Technologies (ICALT'04), 30 August-1 September 2004, 166-170.
[5]	IEEE Institute of Electrical and Electronics Engineers (2001) IEEE standard for software user documentation. IEEE Computer Society, United States of America.
[6]	Kay, H. and Knaack, L. (2008) Examining the impact of learning objects in secondary school. http://dx.doi.org/10.1111/j.1365- 2729.2008.00278.x
[7]	Nouby, A.M. (2009) The effectiveness of the design of learning objects for blended learning on achievement and interests among students of the faculty of medicine at the Arabian Gulf University. Journal of Instructional Technology, Egyptian Association of Educational Technology, 4, 153-156.
[8]	Reece, A. (2009) A reusable learning object design model for elementary mathematics. PhD Thesis, Capella University, Florida, USA. http://www.e-novalia.com/materiales/RLOW__07_03.pdf
[9]	Stamey, J. (2006) A comparison of the performance of undergraduate statistics students using intelligent learning objects versus those receiving traditional classroom instruction. PhD Thesis, North Carolina State University, USA. http://search.proquest.com/.(3,233,063)
[10]	Turel, Y. and Gurol, M. (2011) A comprehensive evaluation of learning objects-enriched instructional environments in science classes. Contemporary Educational Technology, 15, 264-281.
[11]	Wiley, D. (2000) Learning object design and sequencing theory. PhD Thesis, Brigham Young University, USA.