American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2017, 5(6), 660-676
DOI: 10.12691/education-5-6-12
Open AccessArticle

The Levels of Availability of Electronic Learning Efficiencies of Yemeni Female Teachers

Fahad Sallam Al-Azazi1, and Fang Min1

1Computer Science and Technology Department, Xidian University, Xi’an, China

Pub. Date: June 27, 2017

Cite this paper:
Fahad Sallam Al-Azazi and Fang Min. The Levels of Availability of Electronic Learning Efficiencies of Yemeni Female Teachers. American Journal of Educational Research. 2017; 5(6):660-676. doi: 10.12691/education-5-6-12

Abstract

Over the last few years, Electronic Learning use is becoming more widespread and successful in teaching female students in developing countries in general, and the Arabic world. This trend is seen especially with the introduction of new technologies for learning and teaching. As a result, the competent female teachers are the key for it’s successful implementations, and they must have the sufficient knowledge and skills for the effective implementation of Electronic Learning. So, this study aims to evaluate, identify the practice, knowledge levels, and the efficiencient use of Electronic Learning by Yemeni female teachers at Al-Hodaidah city schools. Furthermore, it tried to determine whether there were differences in those female teachers’ best practice and knowledge level due to the (Academic Specialization Type; Academic Qualifications; Educational Courses Attended Related to Electronic Learning). A questionnaire (40 items) containing four axises of Electronic Learning efficiencies (Computers Use Skills; Networks and Internet Use Skills; Knowledge of Electronic Learning Culture; Skills of Design and Managing the Curricular of Electronic Learning) was used. The sample consisted of (174) female teachers chosen randomly out of the study community. A descriptive approach was used, also SPSS program for data analyses. The study revealed a moderate level of practice, knowledge, and degree of efficiencies of Electronic Learning. The usage and knowledge level of the networks and internet use skills had the highest degree among all best practices, whereas the design and managing the Electronic Learning curricular skills got the least degree of all best practices. Additionally, there were no statistically significant variances and differences found due to the types of academic qualifications in the third and fourth axises. But there were statistically significant differences found due to the type of academic specialization, types of academic qualifications and attending training course related to Electronic Learning on all the axises.

Keywords:
electronic learning skills efficiencies of electronic learning Yemeni female teachers

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  K. A. Nihuka and J. Voogt, “Collaborative e-learning course design: Impacts on instructors in the Open University of Tanzania,” Australas. J. Educ. Technol., vol. 28, no. 2, pp. 232-248, Apr. 2012.
 
[2]  G. Campaign and R. E. Fund, “make it right: Ending the Crisis in Girls’ Education,” 2011.
 
[3]  E. Marshall, Six Things to Know About the Education in Yemen. 2016, p. 1.
 
[4]  V. Sherbakov, Human Rights in Yemen. The Institute of General Pathology and Path physiology, Russian Academy of Sciences, Moscow, Russia, 2014.
 
[5]  F. Darem, “Yemeni Women’s Uphill Struggle for Education,” Al-Fanar Media, 2014.
 
[6]  P. Centre, “UNICEF calls for safety of schools in Yemen as the new school year opens,” www.unicef.org. p. 1, 2016.
 
[7]  C. Sak-Colareza, M. Hammami, I. Neacșu, and L. Mihai, “E -Learning Experiences In Non-European Countries (Syria And Turkey).”
 
[8]  R. A. Omer and S. G. Alqwieder, “E-Learning Competencies Practice Level among Faculty Members at Najran University,” SJETR Journal., vol. Vol. 2, No, no. 1, 2016.
 
[9]  T. So and P. M. C. Swatman, “E-Learning readiness of Hong Kong teachers,” Hong Kong IT Educ. Conf., no. February, pp. 6-8, 2007.
 
[10]  H. M, “SIP AIP (e-Learning) Competencies (A112),” Society of Internet ProfessionalsTM (SIPTM) Haroon M, 2004. [Online]. Available: http://www.sipgroup.org/resources/docs/a112_e_learning_competenencies.pdf. [Accessed: 22-Dec-2016].
 
[11]  M. Makoe, “Academics Going Mobile: Identifying New Roles For New Technologies,” in http://www.saide.org.za/, 2010, p. 21.
 
[12]  M. Alkhawaldah, “The Impact of Using E-Learning on the Achievement of 3rd Primary Grade in the Syllabus of National and Social Education in Jordan and their Attitudes Towards it,” Dirasat Educ. Sci., vol. 40, pp. 5, 1, 2013.
 
[13]  N. AlHajya and M. Luz Guenaga, “The Extent to Which Teachers of Arabic Language in Al-Hisa Educational Directorate of Schools of Jordan Acquire E-Learning Competencies,” Int. Educ. Stud., vol. 9, no. 9, 2016.
 
[14]  K. E. Murphrey, Theresa Pesl|Dooley, “Determining E-Learning Competencies: Using Centra[TM] to Collect Focus Group Data.,” Q. Rev. Distance Educ., vol. 7, no. 1, pp. 75-82, 2006.
 
[15]  W. Horton and K. Horton, E-learning Tools and Technologies. Indianapolis, IN: Wiley, 2003.
 
[16]  R. Martens, R. Martens, J. Gulikers, and T. Bastiaens, “The Impact of Intrinsic Motivation on E-Learning in Authentic Computer Tasks,” J. Comput. Assist. Learn., vol. 20, no. 5, pp. 368-376, 2004.
 
[17]  S. Kotzer and Y. Elran, “Learning and teaching with Moodle-based E-learning environments, combining learning skills and content in the fields of Math and Science & Technology,” in 1 st Moodle ResearchConference, 2012, p. 10.
 
[18]  A. Jacobson, Michael J. Archodidou, “The Design of Hypermedia Tools for Learning: Fostering Conceptual Change and Transfer of Complex Scientific Knowledge.,” J. Learn. Sci., vol. 9, no. 2, pp. 145-99, 2000.
 
[19]  ELearningNC, “What is eLearning? eLearningNC.gov,” eLearningNC.gov, 2016. [Online]. Available: http://www.elearningnc.gov/about_elearning/what_is_elearning/. [Accessed: 30-Dec-2016].
 
[20]  M. Parkes, C. Reading, and S. Stein, “The Competencies Required For Effective Performance In A University E-Learning Environment,” Australas. J. Educ. Technol., vol. 29, no. 6, pp. 777-791, 2014.
 
[21]  V. Sebastian, M. Annika, and Z.-R. Olaf, “From Knowledge Transfer to Competence Development – a Case of Learning by Designing,” in Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2010, pp. 1416-1424.
 
[22]  J. Trna and E. Trnová, “IBSE PROFILES-Modules in Science Teacher Education,” 2015, p. 5.
 
[23]  J. M. Spector and I. de la Teja, “Competencies for Online Teaching. ERIC Digest.,” ERIC Clear. Inf. Technol. Syracuse NY. , 2001.
 
[24]  Y. Gulbahar, “Competencies for e-Instructors: How to Qualify and Guarantee Sustainability,” Contemp. Educ. Technol., vol. 6, no. 2, pp. 140-154, 2015.
 
[25]  P. C. M. Carril, M. G. Sanmamed, and N. Hernández Sellés, “Pedagogical roles and competencies of university teachers practicing in the E-learning environment,” Int. Rev. Res. Open Distance Learn., vol. 14, no. 3, pp. 462-487, 2013.
 
[26]  Al-Megreen Abdullah, “The Fourth International Conference for e-learning and Distance Learning,” http://eli.elc.edu.sa/, 2015. [Online]. Available: http://eli.elc.edu.sa/2015/node/296. [Accessed: 29-Dec-2016].
 
[27]  WAM - United Arab Emirates News Agency, “Women and E-Learning’ Conference to Mark Knowledge Day at Ajman University.,” WAM - United Arab Emirates News Agency, 2010.
 
[28]  S. Elagrami, “Mastery Level of E-Learning Competencies among Teachers of Technology in Schools of Gaza Governorate in the Light some Variables,” Najah Univ. Res. J., vol. 26, no. 8, p. 38, 2012.
 
[29]  G. O. Ouma, F. M. Awuor, and B. Kyambo, “Evaluation of E-Learning Readiness in Secondary Schools in Kenya,” World Appl. Program., no. 310, pp. 493-503, 2013.
 
[30]  C. Bremer, Fit For E-learning? Trainings For E-learning Competencies. The conference proceedings of edulearn, 2010, p. 10.
 
[31]  A. Salem, Technology of Education and E- Learning, 1st ed. Riyadh, KSA: Alroshd Bookshop, 2004.
 
[32]  S. Agency, P. U. B. Date, P. U. B. Type, and E. Price, National Educational Technology Standards for Teachers: Preparing Teachers To Use Technology. Washington: PBS Teacher Line, 2002.
 
[33]  L. G. Thomas, “Information, Communications, and Educational Technology Standards For Students, Teachers, and School Leaders,” pp. 1-24, 2009.
 
[34]  D. Bjekić, R. Krneta, and D. Milošević, “Teacher education from e-learner to E-teacher: Master curriculum,” Turkish Online J. Educ. Technol., 2010.
 
[35]  K. Chang Barker, “eFaculty Competencies: An eTQM Case Study of Selection and Utilization,” e-Learning Unit, p. 40, 2007.
 
[36]  http://www.inacol.org/, National Standards for Quality Online Courses. Originally published in 2007 by the North American Council for Online Learni, 2011, p. 46.
 
[37]  F. D. WILLIAMS, “An Examination Of Competencies, Roles, And Professional Development Needs Of Community College Distance Educators Who Teach Mathematics,” Unpublished Doctoral dissertation, the Florida state university, 2006.
 
[38]  A. Jehlan, “Mathematics Teachers’ Attitudes Towards The Use Of Distance Education In The Teaching Of Mathematics In Saudi Arabia,” in The Second International Conference on E-learning and Distance Education, 2011, p. 36.
 
[39]  M. Zahrani, “E-Learning competencies of secondary school teachers in al-Qurayyat governorate in the kingdom of Saudi Arabia,” Umm Al Qura University, 2012.
 
[40]  A. Al-Amri, “Electronic Llearning Competences and Their Availability Degree With The High School Teachers in Al Mekhwah Educational Governorate,” Kingdom of Saudi Arabia, 2009.
 
[41]  R. M. R. Kullab, “The degree of e-learning competencies of the computerized interactive learning (CIL) teachers at UNRWA schools in Gaza and its relationship to their attitudes,” publisher, Gaza City, 2011.
 
[42]  T. Omoniyi and A. Taofeek Quadri, “Perceived Competence of Nigerian Secondary Schools Teachers in the Use of Information and Communication Technology (ICT),” vol. 4, no. 10, 2013.
 
[43]  Al-Maamari and Saif, “The Degree of Availability of the Competencies of Information and Communication technology with social studies teachers in the post Basic Education in Some Omani Governorates,” Int. J. Educ. Res. / Univ. The United Arab Emirates, vol. 34, pp. 60-92, 2013.
 
[44]  N. A. Alkhawaldeh and M. Al-Mashaleh, “Islamic Education Teachersʼ Competencies for Electronic Learning,” J. Educ. Psychol. Sci., vol. 10, pp. 187-208, 2009.
 
[45]  H. Al-Domy, “The degree of appreciation of the science teachers to the importance of technological skills education to improve the professional performance,” Damascus Univ. J., vol. 26, no. 3, pp. 439-481, 2010.
 
[46]  B. Al-Barod, “The Extent to which Teachers of Secondary School in Gaza City have the Technological Competencies And Extent of the Practice of its, From the Teachers Perspective.,” 2010.
 
[47]  H. A. Bani Domi and H. M. Daradkah, “The Extent of Acquiring Computer Teachers’ E-learning Compe- tencies at ‘King Hamad’s Project Schools’ in Bahrain,” J. Educ. Psychol. Sci., vol. 13, pp. 187-218, 2012.
 
[48]  R. Al-Mihmadi, “The levels of Arabic language female teachers ability in Efficiencies of e-learning to teach it in a high school in the Holy Capita,” Umm Al Qura University, Makkah, 2012.
 
[49]  A. Alahmari and L. Kyei-blankson, “Adopting and Implementing an E-Learning System for Teaching and Learning in Saudi Public K-12 Schools: The Benefits , Challenges , and Concerns,” World J. Educ. Res., vol. 3, no. 1, pp. 11-32, 2016.
 
[50]  F. Al-Masrouri and S. Al-Maamari, “The degree of availability of the competencies of information and communication technology with social studies teachers in the post basic education in some Omani governorates,” Int. J. Educ. Res. / Univ. The United Arab Emirates, no. 43, p. 33, 2013.
 
[51]  F. Abo-Shmalh and S. Al-Gabor, “Determine the degree of practice teaching skills needed to use the Digital Learning Objects (DLO) from the viewpoint of Information and Communication Technology (ICT) teachers’ at the secondary schools in the Gaza Strip,” Rashad Shawa Cult. Cent., pp. 1-7, 2013.
 
[52]  E. Al-Astall, “The availability and use of the efficiencies of e-learning among Islamic education teachers at the secondary level and the difficulties that prevent it from their point of view,” J. Al-Quds Open Univ. Res. Stud. Educ. Psychol., vol. 8, no. 2, pp. 321-362, 2014.
 
[53]  M. Taha, “Investigating the Success of E-Learning in Secondary Schools: The Case of the Kingdom of Bahrain,” Brunel University, Department of Computer Science, 2014.
 
[54]  V. Rambousek, J. Štípek, and R. Wildová, “ICT Competencies and their Development in Primary and Lower-secondary Schools in the Czech Republic,” Procedia - Soc. Behav. Sci., vol. 171, pp. 535-542, Jan. 2015.
 
[55]  H. Uzunboylu and N. Tuncay, “E-learning divides in North Cyprus,” Asia Pacific Educ. Rev., vol. 10, no. 2, pp. 281-290, Jun. 2009.
 
[56]  N. Azmi, “The Competences Of Teachers According To Their Roles In The Future With the Distance E-lectronic Education Systems,” 2006.
 
[57]  M. M. Barghout, “The necessary of Technological Skills to Implement the Approach of the Technological for Tenth Grade Students and the Degree of Practice of the Teachers to It,” 2010.
 
[58]  K. S. Al-Momani, “Technological Competencies of Teachers In the Irbid city From the Supervisors Viewpoint,” J. Sci. Humanit., vol. 5, no. 36, 2008.
 
[59]  S. Al-Zahrani, “Availability of efficiencies of computer use among secondary school mathematics teachers,” Umm Al Qura University, 2009.
 
[60]  A.-S. and Bassem, “Degree of Possession and Exercising of The Technological Competencies Which Middle School Male and Female Teachers Owned,” Master Thesis, vol. Jordan Uni, no. Amman, p. Jordan, 2005.