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dc.contributor.authorAl-Jabri, Abdullah
dc.date.accessioned2012-05-17T20:20:03Z
dc.date.accessioned2015-10-01T18:58:46Z
dc.date.available2012-05-17T20:20:03Z
dc.date.available2015-10-01T18:58:46Z
dc.date.issued2012-05-17T20:20:03Z
dc.identifier.urihttp://hdl.handle.net/10484/3951
dc.description.abstractTechnology has become an essential component of the teaching-learning process,and online-learning,in particular,has captivated the interest of many educational institutions throughout the world.Web-based learning has provided both students and teachers with new and unique ways of communicating with each other.As a result,many studies have been conducted to investigate factors affecting the establishment of productive communications in web-based settings.Likewise,the focus of this study is how the number of courses completed and the participants perception of their English language competence impacted their preferences for synchronous and asynchronous web-based learning in English instruction and in Arabic instruction.The sample consisted of 82 Saudi undergraduate students enrolled at Indiana State University during the spring 2011.The study used a hard copy modified version of a survey that was designed by Burton(2009)containing 27 items,which were divided into three parts.A four-point Likert scale was utilized to gain an overall score of student's preferences for synchronous and asynchronous web-based courses.Descriptive statistics(frequencies,means and standard deviations,skewness and kurtosis).one-way ANOVA tests,and repeated measures test(paired samples t-test)were utilized to answer the questions presented in this study.The results revealed that there was no significant difference in student preferences for synchronous web-based courses delivered in English or Arabic on the basis of grade level or the learner's perceptions of their level of English language proficiency.There were also no significant differences between preferences for synchronous learning in English(L2)and preferences for synchronous learning in Arabic(L1).The results also showed that the participants had greater preferences for synchronous online courses over asynchronous online courses.These findings mirror those found in earlier studies.The descriptive statistics revealed that learners had a strong preference for having direct conversations with the teacher,having more flexibility,studying on their own,and learning new materials through discussions with others or through having someone explain it to them.
dc.description.statementofresponsibilityAbdullah Al-Jabri
dc.language.isoen_US
dc.subject.lcshDistance education.
dc.subject.lcshEducation, Higher.
dc.subject.otherDistance learning.
dc.subject.otherE-learning.
dc.subject.otherAsynchronous.
dc.subject.otherSynchronous.
dc.subject.otherAttitudes.
dc.titleSaudi College Student's preference for synchronous and asynchronous web-based courses:An exploratory study.
dc.typeDissertation
dc.date.graduationmonthMay
dc.date.published2012
dc.description.committeechairBarratt, Leslie B
dc.description.committeechairSusan Kiger
dc.description.committeemembersCorey, Noble
dc.description.degreeDoctor of Philosophy
dc.description.departmentDepartment of Curriculum, Instruction, and Media Technology
dc.description.imprintCunningham Memorial library, Terre Haute,Indiana State University
dc.description.itemidetdILL-ETD-061
dc.description.levelDoctoral
dc.description.noteTitle from document title page. Document formatted into pages: contains 121 p.: ill. Includes abstract and appendix
dc.rights.accessrightsIf you are the author of this work and would like to have online access removed, please use the feedback form http://scholars.indstate.edu/feedback to contact us
refterms.dateFOA2021-06-02T11:34:18Z


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