Web-Enhanced Computer Science Course

Abstract

Information and communication technologies have changed the way students learn, and higher education institutions in the Middle East region strive to attract professors who use technology in their daily teaching and learning practices. This study examines students’ experiences of a Web-enhanced computer science course. In an online survey based on the technological pedagogical content knowledge (TPACK) model, 132 students’ responses to 31 items were measured and analyzed. Factor analysis revealed three pre-dominated factors: technology, pedagogy-content and TPACK; of these, technology was found to exert the strongest influence on students’ educational experiences. The findings are discussed in relation to the TPACK model, along with implications for theory and practice. This investigation provides insights into current initiatives in the Middle East region that encourage higher education institutions to implement technology in teaching and learning. It contributes to the literature by deepening understanding of how new approaches in education are diffused and adopted.