Despite the popularity of existing course management systems, they do not consider the management of course material changes, particularly courses that require more than…
Despite the popularity of existing course management systems, they do not consider the management of course material changes, particularly courses that require more than one instructor. The main purpose of this study is to instantly communicate course material changes to all instructors teaching the same course and to communicate approved changes to students registered on the course.
The fundamental hypothesis tested was whether the developed system effectively communicates changes in a timely manner. The level of students' acceptance to this new system was also tested. A dynamic course material change‐management system was developed using visual basic programming language and an Access database. The system was applied to a hypothetical case study and to a currently running undergraduate civil engineering course.
Results indicated that changes made to a course material were instantly communicated to all instructors teaching the same course. It also indicated that approved changes were instantly communicated to affected students. As a result, students were satisfied with the instant notifications they receive whenever a change takes place.
The proposed system does not include a methodology for online tests, course grades, and course assessment. The system needs to be integrated with these important features. Developments pertaining to integrating the system with these features will be considered for future investigation.
The novel aspect of the developed system is the effective management of challenges made to course material and communicating these changes to instructors and students in a timely manner. The system can benefit any institution at different educational levels.
This paper aims to use quick response (QR) code along with online videos to teach one of the college foundation courses in an international institution to enhance the…
This paper aims to use quick response (QR) code along with online videos to teach one of the college foundation courses in an international institution to enhance the grasp of the students and to boost the students’ learning outcomes.
The study discussed and elaborated the findings that mainly focused on the usage of the online resources to teach Engineering Economy course. Besides, the authors analyzed how the gender may have different feedback for the student.
The study emphasized on the expectations of the students to use videos in the learning experience that preferred to be developed by course educator and to be published on the university platform, like blackboard or faculty website, that conforms university transformation vision undergoing nowadays. It is recommended to have a successful learning experience; it is the educator's responsibility to improve the personal digitization skills that would be used in the e-learning implementations, that will be used for the educational technology, which requires the use of creative media production mobile applications.
The education field has witnessed significant development over the past years in terms of using digital technologies as pedagogical tools to enhance the students’ learning experience especially the internet, where the traditional trends become outdated to be used in the classrooms. One of the main players in this field is videos that are considered as the main influencer to this educational change, where it has been demonstrated to and boost the quality of the learning experience.
In this study, students participated to explore the usefulness of using online learning through using videos blended with QR code to enhance the students’ performance in understanding one of the undergraduate foundation courses in the college of engineering, namely, engineering economy. A survey was distributed to students after the core material of the course was covered. The collected responses were then studied and analyzed.