Abstract
This study attempts to investigate the stakeholders’ perceptions of quality and prospective improvements in the learning resources centres (LRC) at Omani basic education schools. It focuses on different aspects of the LRCs: organisation, human resources, technological, and educational aspects along with the difficulties faced by these LRCs and ways to improve their quality and evaluation. Five questionnaires for all types of stakeholders were designed, validated and implemented. Findings show that the services have yet to be improved and reach better levels of quality standards since they are not ‘always’ implemented with quality. Evidence shows that the need for retaining LRC specialists was insurmountable. A training model for the Omani schools was recommended in light of the Technological Pedagogical Content Knowledge (TPACK) and International Society for Technology in Education (ISTE) criteria and competencies.
Highlights
A Learning Resources Centre (LRC) can be defined as an educational institution based on ‘teaching, learning, and research’ supported by interaction with teachers for guidance on the use of IT in education; including net-based information resources and audio-visual media with electronic educational programmes and courseware for e-learning (Bang, 2003)
Challenges to LRCs will be discussed by focusing on the Omani context in this field as an introduction to investigating the stakeholders’ perceptions of quality and prospective improvements in the learning resources centres at Omani basic education schools
This study investigates the stakeholders’ perceptions of quality and prospective improvements in the learning resources centres at Omani basic education schools
Summary
A Learning Resources Centre (LRC) can be defined as an educational institution based on ‘teaching, learning, and research’ supported by interaction with teachers for guidance on the use of IT in education; including net-based information resources and audio-visual media with electronic educational programmes and courseware for e-learning (Bang, 2003). It is a service facility with trained staff who design, produce and evaluate various instructional and media development resources for group and individual learning/training according to pre-determined instructional objectives. Challenges to LRCs will be discussed by focusing on the Omani context in this field as an introduction to investigating the stakeholders’ perceptions of quality and prospective improvements in the learning resources centres at Omani basic education schools
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