Computer Skills Course Research Articles

Facilitators and Barriers of Employing Electronic Exams as Perceived by Nursing Students and the Relation to their Satisfaction

Context: Nowadays, during the COVID-19 pandemic, electronic exams are perceived as a fast-evolving assessment tool because of their accuracy and reliability. It provides relatively more accurate results and immediate feedback for students and instructors. Aim: To assess facilitators and barriers of employing electronic exams as perceived by nursing students and the relation to their satisfaction. Methods: A descriptive correlational research design was used to achieve the aim of this study. The study was conducted at the Faculty of Nursing at Benha University on 970 nursing students from the four academic years (2020/2021). They were selected using a stratified random sampling technique. Data was collected using three tools. The student perception of electronic-exams facilitators questionnaire, the student perception of electronic-exams barriers questionnaire, and the nursing students’ satisfaction assessment scale. Results: More than half of nursing students (59.9%) had a high perception level about facilitators of electronic exams, whereas nearly two-thirds of nursing students (60.9%) had a moderate perception level about barriers to electronic exams, and 75.5% had a high satisfaction level regarding electronic exams. Conclusion: This study concluded that more than three-quarters of students had high satisfaction. There was a positive, statistically significant correlation between total students' satisfaction with facilitators of the electronic exam and a statistically significant negative correlation with barriers to the electronic exam. The study recommends that students must receive regular, periodic in-service computer skills courses and study the factors that influence university students to embrace and use electronic exams with an online test system.

The Effectiveness of The Concept Mapping Strategy in Developing of Digital Concepts Among Students at Prince Sattam bin Abdulaziz University

This study aimed to explore the efficacy of concept mapping in enhancing digital concept development among female undergraduate students enrolled in a computer skills course. A total of 70 participants were randomly assigned to either an experimental group instructed through concept mapping, or a control group taught using traditional methods. The experimental group, utilizing concept mapping, significantly outperformed the control group in posttest assessments of digital concepts (p < 0.05). These findings suggest that concept mapping can effectively boost digital literacy within computer skills education. Recommendations encompass the integration of concept mapping in computer and digital skills courses, offering training to both educators and students on the use of concept mapping, and the active incorporation of this strategy across educational levels. In summary, this investigation underscores the significance of concept mapping as a potent instructional approach for cultivating fundamental digital competencies.
 
 Received: 19 December 2023 / Accepted: 16 February 2024 / Published: 5 March 2024

MAINTAINING BRAIN HEALTH VIA TELEHEALTH-BASED CHAIR YOGA FOR RURAL UNDERSERVED OLDER ADULTS

Abstract We conducted a randomized control pilot trial in an underserved, racially/ethnically diverse community, to examine the efficacy of (1) computer literacy training provided by high school students meeting rural older adults in their homes, followed by 2) telehealth-based online chair yoga (OCY) or computer brain games (CBG). First, high school students engaged in a “train the trainer” computer skills course using a previously-tested curriculum designed for the target population. Students mentored the older adults in learning computer skills and to access either the OCY (n = 15) or CBG (n=15), which were randomly assigned. Outcomes measured at pre, post, and three months following the 12-week intervention included computer proficiency, cognitive function, pain levels, and psychosocial well-being. In a linear mixed growth model with random intercepts, there was a significant linear trend in computer-based competency, t(50, 19) = 2.56, p = .013. Computer proficiency (computer basics, Internet and email use, communication, and calendaring) increased significantly in both the OCY and CBG groups. Importantly, there was a significant linear change in pain by group, controlling for age and living alone, F(1, 14) = 6.64, p = .022, η2 = .32 (large effect size). Chronic pain in the OCY group decreased significantly from baseline to 3-month follow-up (18.89 to 11.35) but increased in the CBG group (14.27 to 17.28). Increases in cognitive function increased pre/post t(29) = -2.98, p = .003 (one-tailed). These results are promising for older adults with limited exercise opportunities, who also face cognitive risk exacerbated by elevated pain levels.

The Impact of Virtual Classrooms and Google Sites on Teaching Computer Skills Courses: Karak University College-Jordan

This study aimed to investigate the effect of both virtual classrooms and Google sites in teaching computer skills courses in Al- Karak College of Al-Balqa Applied University. The study used two different teaching strategies (WizIQ Virtual Classroom) and (Google Sites). The participants of the study were selected by a simple random sample. They were selected from the students of Al- Karak College of Al-Balqa Applied University who are signed up in a computer skills course which is a compulsory subject. The participants were chosen from different majors for the academic year of 2019-2020. The total number of student's are160. But 50 students (male and female) were collected randomly. They were divided into three main groups. The study showed a number of findings. Most importantly, the results of the group which was taught by (WizIQ Virtual) had better academic achievements than the control group in the post-test also, the group that was taught, according to Google, outperformed the control group Using (WizIQ Virtual) has facilitated their access to the needed information so, they did better. This study recommends instructors and teachers invest and use this strategy i.e., “WizIQ Virtual” in teaching this course. This may be due to various reasons: for example, it increases the academic achievements of the students. The study also recommends the Ministers of Higher Education and Scientific Research apply (Google sites) and (WizIQ Virtual) in teaching this course in all our Jordanian Universities.

Developing a Model for e-Learning Activities Based on Digital Incentives Within the Context of COVID-19 and its Effectiveness in Developing Meta-Cognitive Thinking Among Higher Education Students

The COVID-19 pandemic has created many challenges that have affected the efficiency of practicing e-learning activities, and therefore the current study was directed towards developing a model for e-learning activities based on digital incentives, especially gamification-based incentives such as points, badges, levels, and leader boards, to stimulate meta-cognitive thinking processes for higher education students during the pandemic. The quasi-experimental approach was used to compare the two study groups, where the first experimental group used electronic activities based on digital incentives, while the second experimental group used electronic activities without any incentives. The study sample consisted of (60) students from the preparatory year in the computer skills course who are taking the "System Lifecycle" unit, and the study sample was randomly distributed into two experimental groups. A scale to measure meta-cognitive thinking was prepared for the nature of the study unit. The scale included three axes, namely planning, control, and assessment, and each axis might consist of (8) indicators, with a total of 24 indicators. The results showed the advantage and effectiveness of electronic activities based on digital incentives (points, badges, levels, and leaderboards) in developing meta-cognitive thinking skills, whether at the overall level or the level of each of the meta-cognitive axes, including planning, control, and monitoring.

Emergency remote teaching during COVID-19: traits and constraints that arise when teaching computer skills to Saudi preparatory year students

This study aimed to identify the traits and implications of teaching an online computer skills course to Preparatory Year students at a university in Saudi Arabia. For the purposes of this study, mixed methods were used. Focus groups were therefore conducted with 15 students to identify the advantages and disadvantages of an online course to develop students’ computer skills. Based on an analysis of the focus group interviews, a self-developed closed-ended survey was conducted amongst a sample of 112 students. This survey was validated and piloted to ensure its fitness for use. The survey results were then triangulated by interviewing 10 of the sampled students. The results of this study revealed five traits that promoted students’ positive perceptions of learning computer skills online: ownership of a computer device, knowledge of the availability of the required apps free of charge, practice during lectures, the course instructor, and factors of e-learning. However, numerous challenges were also identified as eliciting negative perceptions amongst the students, with regard to learning computer skills online. These included large class sizes, lack of opportunity to practice during sessions, technical issues, limited opportunities to interact with peers, and personal factors. This study therefore recommends various design principles to be followed by online teachers when teaching practical skills online.

The Effects of Cognitive Apprenticeship and Co-Regulated Learning on Improving Student Computer Problem-Solving Skills and Learning Motivation

This study makes use of online teaching in this environment and adopts it for use in a required computer skills course with Cognitive apprenticeship (CA) and Co-regulated learning (CRL) teaching methods to improve students’ computer skills, learning motivation, and experience of online learning. The subjects of this study are first-year students of a non-information-related department at a private university in northern Taiwan. A total of four classes comprising 111 students participated in the research. The CRL and CA group (C1, n=24) concurrently received CRL and CA treatments; the non-CRL and CA group (C2, n=25) received only the CA teaching method, and the CRL and non-CA group (C3, n=40) only the teaching method of CRL. The non-CRL and non-CA group (C4, n=22) served as the control group. The results show that the use of CA can significantly improve students’ computer skills; however, the expected effects of CRL were not found in this study.

The Impact of Distance Education on Learning Outcome in Computer Skills Course in Prince Sattam bin Abdulaziz University: An Experimental Study

The present study aimed to explore the impact of distance education on the learning outcome of students in computer skills course in Prince Sattam bin Abdulaziz University in Al-Sulail, Saudi Arabia. In this study, the learning outcome is represented in the students’ academic achievement. The researcher adopted an experimental approach. He selected a sample consisting from 80 male students from 4 sections of a computer skills course. Those students were divided equally into control and experimental groups. The members of the control group were taught through adopting a face-to-face instructional approach. They attended 4 face-to-face lectures. The members of the experimental group were taught online through using the Blackboard system. The researcher used a pre-test and a post-test for assessing students’ academic achievement. SPSS program was used. It was found that both groups share similar levels of computer literacy. It was found that distance education has a significant positive impact on students’ academic achievement in the computer skills course. The researcher recommends adding online instructional activities to the curricula used in Saudi universities.

Information technology teachers’ perceptions of the benefits and efficacy of using online communities of practice when teaching computer skills classes

This research explores the ways in which Information Technology (IT) teachers experience the use of online communities of practice (CoP) in teaching a computer course called Computer Skills 2 (WRCO2). This course is the second of two computer skills courses in the Work Readiness Program (WRP) running at a Higher Education Institution in the Middle East (HEIME). This course focuses on the use of prior foundational knowledge acquired in the first course to develop understanding and proficiency in the use and application of computer skills and concepts. A phenomenological approach has been chosen to help understand and explore the qualitatively different ways in which particular teachers experience the use of online CoP as a social and collaborative learning system. Two specific questions were considered: (1) “How did teachers experience the use of online CoP in teaching the computer skills 2 classes?” (2) “What benefits, if any, have been derived from using online CoP in teaching this course?” Data collection in this study was conducted using a digitally recorded unstructured interview, which allowed the participants to voice their experiences. As a theoretical framework, the basic elements: domain, community and practice were considered (Lave & Wenger, 1991; Wenger, 1998; Wenger, McDermott, & Snyder, 2002). The data explicitation process (as defined and used by (Giorgi, 2009)) resulted in the identification of a number of themes. Similar themes were then grouped together to form four central themes representing the essence of the original ones. The central themes were: (1) to promote student collaboration; (2) to redefine the teacher’s role; (3) to encourage student engagement; and (4) to manage the teachers’ increased workload. This was followed by a discussion of the benefits and challenges arising from using online CoP in teaching the course, as well as the description of the limitations within this study.

Rendering Social Services Assessment by Social Service Organizations in Belgorod and Kursk Regions in Russia

Health condition disorder or a person’s getting into a difficult situation make him a need for receiving social services. A great practical significance has rendering social services assessment of a country part that need for these services. Such data is important for the further social service organization development in Russia. The purpose of the issue is of value in the comparative aspect regional systems of social service population functioning of Belgorod and Kursk regions of Russia. The issue was approved by the State Kursk University’s local ethic Committee. In Kursk and Belgorod regions’ territory the authors conducted the survey among the social service recipients in complex centers of social service of the population. All the recipients absolutely trusted the social workers (100% respondents in Kursk and Belgorod regions). The most of the respondents in Kursk and Belgorod regions valued the provide service quality as “excellent”. At that, in Kursk region 68.5% respondents and in Belgorod region 73.6% respondents marked that during last 3-5 years, the provided services quality improved greatly. Evidently, this is linked to the approaches to the social service changes in Russia on the whole. Belgorod region was in the lead in this value, as there were a variety of forms of social service in its territory. It becomes clear that to improve social service quality in Russia it is necessary to continue the work on accessible environment for disabled citizen’s creation in complex centers space. To raise the invalids and pensioners’ awareness about the state of affairs in a social service organization, it is necessary to involve them in computer skills courses by the organization’s website. It is preferable to adopt certain elements of experience in Russia in the Kursk region from the Belgorod region towards the introduction of innovations in the practice of providing social services to the population.

Computer-based medical education in Benha University, Egypt: knowledge, attitude, limitations, and suggestions.

Computer-assisted medical education has been developed to enhance learning and enable high-quality medical care. This study aimed to assess computer knowledge and attitude toward the inclusion of computers in medical education among second-year medical students in Benha Faculty of Medicine, Egypt, to identify limitations, and obtain suggestions for successful computer-based learning. This was a one-group pre-post-test study, which was carried out on second-year students in Benha Faculty of Medicine. A structured self-administered questionnaire was used to compare students' knowledge, attitude, limitations, and suggestions toward computer usage in medical education before and after the computer course to evaluate the change in students' responses. The majority of students were familiar with use of the mouse and keyboard, basic word processing, internet and web searching, and e-mail both before and after the computer course. The proportion of students who were familiar with software programs other than the word processing and trouble-shoot software/hardware was significantly higher after the course (P<0.001). There was a significant increase in the proportion of students who agreed on owning a computer (P=0.008), the inclusion of computer skills course in medical education, downloading lecture handouts, and computer-based exams (P<0.001) after the course. After the course, there was a significant increase in the proportion of students who agreed that the lack of central computers limited the inclusion of computer in medical education (P<0.001). Although the lack of computer labs, lack of Information Technology staff mentoring, large number of students, unclear course outline, and lack of internet access were more frequently reported before the course (P<0.001), the majority of students suggested the provision of computer labs, inviting Information Technology staff to support computer teaching, and the availability of free Wi-Fi internet access covering several areas in the university campus; all would support computer-assisted medical education. Medical students in Benha University are computer literate, which allows for computer-based medical education. Staff training, provision of computer labs, and internet access are essential requirements for enhancing computer usage in medical education in the university.

English

The purpose of this study is to determine violin students’ cognitive levels about articulation marks in Department of Music Education, Fine Arts Education, Gazi Faculty of Education, Gazi University (GUGEF), and to identify the variables on which the cognitive levels vary. It is a descriptive research considering the study purpose, method and nature of study data. In the study, Turkish and international literature was reviewed to identify the place and importance of articulation marks in violin education. The study was carried out during the fall semester of 2015 to 2016 academic year. 59 violin students from the GUGEF Music Education Department participated in the study. The study data were obtained after the students filled in a questionnaire comprised of seventeen items. It was found out that majority of the violin students recall playing techniques as articulation marks are mentioned. A great majority of the students learnt articulation marks in detail during violin lessons. Again, the vast majority said they find themselves partially sufficient in recognizing and applying articulation marks. From overall success levels in the test regarding articulation marks, it was concluded that the respondents do not know the names and functions of the articulation marks. After the cognitive levels of violin students in Music Education concerning articulation marks were identified, certain recommendations were proposed: Content of instrument courses, mainly including Musical Hearing, Reading, and Writing Course, should be rearranged in the light of the study data and findings. Typing of musical notation by using articulation marks should be taught in Computer Skills course offered in the Department of Music Education. Lastly, practical training could be run by specialists to improve violin students’ cognitive and behavioural levels regarding articulation marks. Key words: Music education, instrument training, articulation, articulation marks, violin students.

مستوى جودة كتاب مقدمة في علوم الحاسب الآلي من وجهة نظر محاضري المساق في جامعة الأقصى بغزة

Abstract This study aimed to identify the availability of quality standards in the book Introduction to Science from perspective of Computer Skills course' lecturers at Al-Aqsa University in Gaza and detect their general appreciation of the book. The researcher used the descriptive analytical approach, and after studying the pedagogical literature and previous studies had prepared a questionnaire. Which consisted of (60) items spread over (4) domains. The questionnaire electronically distributed on a simple of (16) members who taught the book during the academic year (2013-2014). The study came to the following results: (75%) of respondents believe the book is suitable for teaching. In spite of (43%) of the item didn't the acceptable level of education.

The experience of using Moodle and Elluminate Live! as learning tools in the Hashemite University case study: computer skills course

In Jordan, e-learning tools are used to enhance the traditional learning process in traditional class rooms. Course management systems CMS are being utilised by many Jordanian universities to improve the learning process. The Hashemite University exploits many e-learning tools, in particular Moodle and Elluminate Live! In this paper, we will study the experience of the Hashemite University toward Moodle and Elluminate Live! in computer skills course CS. This study helps to highlight the importance of using such tools to reduce resources required to the CS course in addition to understand student's perception toward blended education.

Evaluation of Organizational Readiness in Clinical Settings for Social Supporting Evidence-Based Information Seeking Behavior after Introducing IT in a Developing Country

The health sector of Iran has endeavored to encourage physicians and medical students to use research findings in their practice. Remarkable changes have occurred, including: holding computer skills courses, digital library workshops for physicians and students, and establishing websites in hospitals. The findings showed that a small number of the participants completely agreed that they were supported by supervisors and colleagues to use evidence-based information resources in their clinical decisions. Health care organizations in Iran need other organizational facilitators such as social influences, organizational support, leadership, strong organizational culture, and climate in order to implement evidence-based practice.

The impact of IT infrastructures on Iranian nurses' and students' health information-seeking strategies

Purpose – Health departments of Iran have attempted to encourage nursing staff to incorporate research findings into practice since 2005. Consequently, significant changes have occurred in nursing area including holding computer skills courses, digital library workshops, establishing web sites in hospitals, and developing information technology (IT) training in nursing students' curriculum to increase accessibility to best practice information and opportunity for nurses and students to use research-based information in their clinical decision. So a question has raised, what information resources are used by nursing staff and students in hospitals? The paper aims to discuss these issues. Design/methodology/approach – A total of 412 nurses and students working in hospitals connected to web and digital libraries participated. They are evaluated with a questionnaire. Findings – The results indicated that the students and the nurses preferred experiential knowledge to research-based information in their clinical decisions and they had little tendency to high-level evidence. Results showed that lack of skill in using library was the most important deterrent in using research-based information. Originality/value – It could be concluded that provision of the infrastructures for using research-based information in clinical decisions was not sufficient. In addition to infrastructures, the paper must invest on organizational, system-wide approaches such as organizational culture, information literacy culture, acceptance of innovation, role of clinical librarians and advanced nursing informatics, and social marketing in evidence-based practice to facilitate the use of higher-level evidence in practice.

Adult English Language Learners' Perceptions of Audience Response Systems (Clickers) as Communication Aides: A Q‐Methodology Study

This study explored the perceptions of adult English language learners about audience response systems (clickers) as tools to facilitate communication. According to second language acquisition theory, learners' receptive capabilities in the early stages of second language acquisition surpass expressive capabilities, often rendering them silent in their second language. Clickers may help English language learners to communicate more effectively by enabling them to express themselves nonverbally. In this Q‐methodological study, adult English language learners enrolled in a computer skills course ranked statements about using clickers according to how closely they aligned with their perceptions about the ability of clickers to facilitate communication. Factor analysis identified commonalities and patterns in perceptions, confirming that second language acquisition theory influences how technology tools are perceived by English language learners. Results of this study may suggest more effective instructional and assessment practices for adult English language learners, and lead to further research of educational technology communication tools with English language learners of all ages.

An Evaluation and Assessment System for Online MCQ's Exams

Examination is one of the common methods to assess the level of knowledge of the students. In order to improve the quality of teaching, it is believed that teacher must be able to set good or proper exam questions. A good and reasonable exam consists of questions that are able to find out students learning levels. In this paper, we propose a computer system designed to evaluate the quality of online exam questions. We took the online exam of computer skills course introduced to undergraduate students at Jarash University in Jordan as a case study. The system takes online exam questions that are stored in a question bank as input, and based on some exam evaluation criterion, the system gives a report of difficult, easy, and medium level, and excellent questions. Based on the report, the teacher can delete bad questions, improve weak question, and sustain good questions. Furthermore, the system saves a lot of time and efforts needed to evaluate exam questions in the traditional methods. 

Blended Learning Model: Development and Implementation in a Computer Skills Course

South Africa’s higher education policies have opened up access to university for students from diverse backgrounds, with different learning styles, levels of motivation and levels of preparedness. This has necessitated a move from the lecture style of teaching to innovative teaching styles that engage the learners and equip them with skills to apply their knowledge to new situations and develop life-long learning skills. Blended learning, which is a combination of face-to-face and online teaching, is used to address some of the issues outlined above. Development of this model is based on Gilly Salmon’s five-stage model for online learning (Salmon 2002), as well as active and collaborative activities that engage the students in a face-to-face environment. As the development of the blended learning model is still ongoing, the model is then evaluated, with recommendations and challenges outlined.

Integrating psychoeducation in a basic computer skills course for people suffering from social anxiety: participants' experiences

We describe a psychoeducational program integrated in a basic computer skills course for participants suffering from social anxiety. The two main aims of the course were: that the participants learn basic computer skills, and that the participants learn to cope better with social anxiety. Computer skills were taught by a qualified teacher. Psychoeducation and cognitive therapy skills, including topics such as anxiety coping, self-accept, and self-regulation, were taught by a clinical psychologist. Thirteen of 16 participants completed the course, which lasted 11 weeks. A qualitative analysis was performed, drawing on observations during the course and on interviews with the participants. The participants were positive about the integration of psychoeducation sessions in the computer course, and described positive outcomes for both elements, including improved computer skills, improved self-esteem, and reduced social anxiety. Most participants were motivated to undertake further occupational rehabilitation after the course.