Aisha OTHMAN, Crinela PİSLARU, Ahmed IMPES

An Improved Lab Skills Model and its Application to the Computer Science Course at Omar Al-Mukhtar University, Libya

Bu makale, Libyadaki Omar Al-Mukhtar Üniversitesi, Fen Fakültesi bünyesinde yer alan Bilgisayar Bölümünde okul temelli öğrenim (OTÖ) ve laboratuvar temelli öğrenim (LTÖ) arasındaki beceri mevcut beceri boşluğuna yönelik tespitleri sunmaktadır. Yazarlar, öğretim görevlileri, laboratuvar görevlileri ve öğrenciler tarafından doldurulan bir anket geliştirmişlerdir. Amaç, OTÖ faaliyetleri esnasındaki öğrenci becerileri ile LTÖ oturumlarında ihtiyaç duyulanlar arasındaki boşluğa yönelik paydaş algılarını keşfetmekti. Anket, bilişsel, psikomotor ve duygusal olmak üzere üç öğrenim alanına ilişkin becerilere odaklanmıştır. Bulgular, iki önemli IT becerisi ve grup çalışma becerisi boşluğu bulunduğunu ve geri kalanlarında materyal eksikliği, alıştırmaları yapmak için gerekli teorik konuları anlama eksikliği, IT alanına sınırlı erişim, geliştirme aşamalarında eksiklik, zayıf müfredat incelemesi ve uygulamalı görevlerle teorik içerik arasında sınırlı bağlantılar bulunduğunu göstermektedir. Yanıtların kantitatif ve kalitatif analiziyle elde edilen sonuçlar, laboratuvar oturumları için gerekli uygulamalı ve sosyal becerilerden oluşan bir LTÖ beceri modeli geliştirmekte kullanılmıştır. Önerilen bu model, öğrencinin öğrenim ve tatmin kalitesini artıracak yardımcı öğretim ve öğrenim faaliyetlerini ve materyallerini tasarlamakta ve geliştirmekte kullanılacaktır.

Gelişmiş laboratuvar becerileri modeli ve Libya Omar Al-Mukhtar Üniversitesinde bilgisayar bilimleri dersine uygulanışı

This paper provides an identification of the existing skills gap between school-based learning (SBL) and laboratory-based learning (LBL) in the Computing Department within the Faculty of Science at Omar AlMukhtar University in Libya. The authors developed a questionnaire which was completed by lecturers, laboratory demonstrators and students. The aim was to discover these stakeholders perceptions about the gap between the students skills during SBL activities and those required by LBL sessions. The questions referred to skills related to three learning domains: cognitive, psychomotor and affective. The findings show there are two most significant IT skills gap and group work skills, and others are lack of materials, lack of understanding of theoretical issues necessary to perform exercises, limited access to IT, a lack of development processes, poor curriculum review and limited links between practical tasks and theoretical content. The results of quantitative and qualitative analysis of the responses were used to develop an LBL skills model comprising the hard and soft skills required for lab sessions. This proposed model will be used to design and develop supplementary teaching and learning activities and materials which will increase the quality of student learning and satisfaction.

PDF

___

Alexander, S. (1999). An evaluation of innovative projects involving communication and information technology in higher education. Higher Education Research & Development, 18(2), 173-183.
Barrell, J. (1995). Teaching for thoughtfulness: Classroom strategies to enhance intellectual development. White Plains, N.Y.: Longman.
Cyrs, T. E. (1994). Essential skills for college teaching: An instructional systems approach (3rd ed.). Las Cruces: Centre for Educational Development, New Mexico State University.
Carnduff, J., and Reid, N. (2003). Enhancing undergraduate chemistry laboratories, pre-laboratory and post-laboratory exercises, examples and advice. London: Education Department, Royal Society of Chemistry.
Chalmers, D., and Fuller, R. (1999). Research and a professional development programme on teaching learning strategies as part of course content. International Journal for Academic Development, (4)1, 28-32.
Guzdial, M., and Soloway, E. (2002). Log on education: Teaching the Nintendo generation to program. Communications of the ACM, 45(4), 17-21.
Henige, K. (2011). Undergraduate student attitudes and perceptions toward low- and high-level inquiry exercise physiology teaching laboratory experiences. Advances in Physiology Education, 35(2), 197-205.
Johnstone, A.H. (1997). Chemistry teaching science or alchemy? 1996 Brasted Lecture. Journal of Chemical Education, 74(3), 262-268.
Kearns, P. (2001). Generic skills for the new economy - Review of research. Adelaide: NCVER.
Hiermann, W., and Höfferer, M. (2003). A practical knowledge-based approach to skill management and personal development. Journal of Universal Computer Science, 9(12), 1398-1409.
Kopplin, J. (2010). Computer science lab. Accessed through _____http://www. computersciencelab.com> on 11 May. 2013.
Iyer, R. (2005). 6 soft skills you need for success. Accessed through _____http://us.rediff.com/getahead/2005/jun/30soft.htm> on 18 Feb. 2014. Northedge, A. (2005). The good study guide. Buckingham, UK: Open University Press.
Omar Al-Mukhtar University: Computer Science Department homepage. (2013). Accessed through _____http://www.omu.edu.ly> on 18 Dec. 2013.
Othman, A. (2010). Investigating an on-line teaching and learning environment for the University of Omar Al-Mukhtar, Libya. Unpublished MSc Thesis, University of Huddersfield, UK.
Othman, A., Pislaru, C., and Impes, A. (2013). Improving students ICT skills by using a novel framework for a lab-based learning module. 4th International Conference on e-Learning (ICEL2013), Ostrava, Czech Republic.
Othman, A., Pislaru, C., and Impes, A. (2013). Attitudes of Libyan students towards ICTs application and e-learning in the UK. 4th International Conference on e-Learning (ICEL2013), Ostrava, Czech Republic.
Othman, A, Pislaru, C., and Impes, A. (2013). Interactive module for teaching a computer programming course. 12th European Conference on e-Learning (ECEL-2013), Paris, France.
Othman, A., Pislaru, C., and Impes, A. (2013). Determination of skills gap between school-based learning and laboratory-based learning in Omar Al-Mukhtar University. International Journal of Social, Human Science and Engineering, 7(10), 1-7.
Othman, A., Pislaru, C., Kenan, T., and Impes, A. (2013) Analysing the effectiveness of IT strategy in Libyan higher education institutes. International Journal of Digital Information and Wireless Communications (IJDIWC),3(3), 114-129.
Othman, A., Pislaru, C., and Impes, A. (2014). Improving the quality of technology-enhanced learning for computer programming courses. International Journal of Information and Education Technology, 4(1), 83-88