סלמאן‭, ‬אסמאעיל

Teaching Quality Evaluation Online Vs. Manually – Facts and Myths

The study aimed to examine whether there is a difference between manual feedback and online feedback with regard to feedback quality, respondents’ percentage, reliability and the number of verbal comments written by students.
The quality of teaching is an important component of academic work. There are various methods for testing the quality of teaching; one of these methods is through students’ feedback.
The study used a quantitative approach, including the quantification of qualitative verbal data collected through an open question in the questionnaire. A sample of 180 courses was randomly chosen, 90 courses were evaluated manually and 90 were evaluated online. The number of students ranges from 7 to 60 students per course. In total 4678 students participated in the study.
No significant differences were found between manual feedback and online feedback in the students’ evaluation of the lecturer/course. The percentage of respondents was significantly higher in the manual feedback than in the online feedback. The number of qualitative comments was significantly greater in the online feedback than in the manual feedback.
The findings refute the claims with regard to the unreliability of an online teaching evaluation. These findings reflect the advantages of using online feedback, such as cost savings, granting more time to students in order to provide feedback, and reducing disturbance during lectures.
It would be of great importance to explore if any differences would be found in evaluating students’ feedback according to their learning disciplines.

Published

Salman, E. (2017). Teaching quality evaluation online vs. manually – facts and myths. Journal of Information Technology Education Innovations in Practice, 16(1), 277-290. Informing Science Institute. Retrieved November 20, 2018 from DOI https//www.learntechlib.org/p/181990/.
IDO https//doi.org/10.28945/3904

Digital Textbooks in the Classroom – Challenges and Opportunities
The innovative pedagogy of digital textbooks offers teachers who have used the printed textbooks a new challenge by a facing of using ways of interacting with massively shared, adaptive and dynamic books. Teachers are the key players in the successful implementation of digital textbooks to foster a sensible, balanced solution in the convincing and ambient classroom environment. ICT skills is an essential and central layer of using digital textbooks in learning, teaching, and assessment process, which greatly affects the success of that process (Salman & Fattum, 2013). Despite the technological changes in society and in education, in scenarios of significant changes, we can claim with certainty that some educational resources, although undergoing a profound revolution, have survived, in fact, this is the case of the printed textbooks. Understanding how students learn and how teachers teach, helps and shapes the structures and essence of contemporary textbooks. Intending to stay away from the ״here and now״ trend, which accompanies many government programs to ״force״ systemic changes. On top of that and because of the suspicion that teachers’ answers will be influenced by trend’s inertia of the ICT program and the general sense of everyone in this successful project, we decided to conduct The study far away about 3-4 years from this supposed influencing point on teachers’ responses and reports.

Published

Salman, E., Sharif-Rasslan, A., Fattum, A., & Awad, N. (2019). Digital textbooks in the classroom – challenges and opportunities. In A. D. Navide, S. Koch, & W. Stankowski (Eds.), Theory and Practice in Education. Science, Experience and Knowledge. (pp. 340-361). Düsseldorf: Lambert Academic Publishing.

The Impact of Preservice and New Teachers’ Involvement in Simulation Workshop and their Perceptions about the Concept of Conflict in Education

In the modern world, simulation has become a new phenomenon in education, which conveys new and innovative ideas of curriculum, instruction, and classroom management. It makes certain of Aristotle’s words when he said that ״The things we have to learn before we do them, we must learn by doing them״. One might think that simulation in education is one of these technologies. The study examined preservice and new teachers’ perceptions about the concept of conflict and educational conflict management in a simulation workshop conducted at the Academic Arab College’s Simulation Center in Haifa, Israel.
Simulation provides an alternative real-world experience. As part of our work at the Educational Simulation Center in the Arab Academic College in Haifa, Israel, we examined the performance and contribution of educators who visit the center and participate in educational conflict management simulation workshops.
A mixed methods study was conducted. A total of 237 participants of preservice teachers from diverse professions were divided into 15 groups to examine the research question How does the experience of participating in a simulation workshop affect preservice teachers’ perception about the concept of conflict?
The findings indicate that there is a high degree of satisfaction (more than 90%) among preservice teachers in participating in the workshop. It also indicates a positive and significant change in participants’ perceptions of the concept of conflict and the management of conflict situations.
In light of the study findings, it is recommended that new teachers be exposed to simulation workshops with a variety of scenarios dealing with different conflict situations. This exposure could contribute to their professional development and conduct in a more efficient and convenient manner in schools.

Published

Salman, E., & Fattum, A. (2019). The impact of preservice and new teachers’ involvement in simulation workshop and their perceptions about the concept of conflict in education. Interdisciplinary Journal of e-Skills and Lifelong Learning, 14, 105-120.
DOI https//doi.org/10.28945/4247.

The Effectiveness of Using Collaborative Distant Online Assignments to Improve Social Connections and Motivation of Preservice Teachers During COVID19 and Beyond

The study aims to review and analyze the issue of Online distant collaborative assignments and the extent of its impact on pre-service teachers’ motivation and to strengthen the relationships and social interaction between them during the performance of the task. A total of 158 students participated in this study, from different educational academic colleges and from different departments such as Mathematics and sciences.
The study examined the level of academic motivation and the effectiveness of social relations and communication between participants through personal reports from students and their answers to open-ended questions sent to them, in addition to a questionnaire prepared by the researchers. The validity and reliability of the questionnaire were assessed by academic experts in the field. The role and presence of the lecturer in running an online collaborative assignment is perceived as very important by the students in relation to pedagogical, social, organizational and technological aspects.
|The findings highlight the importance of running an online collaborative assignment, and the importance of requirements a clarity and division of roles among learners both in the task execution phase and in the plenary presentation stage, to lead learners towards a successful completion of said task. These results highlight the effectiveness of performing collaborative distant tasks, improving social relationships and learning motivation among participants, which are of paramount importance during the period of social distance in the shadow of the COVID-19 pandemic.

Published

Salman, E., Sharif-Rasslan, A., Awad, N., & Fattum, A. (2020). The effectiveness of using collaborative distant online assignments to improve social connections and motivation of preservice teachers during COVID19 and beyond. In K. Bory, D. Nevide (Eds.), Modern Critical Trends in Education. (pp.77-100). Düsseldorf: Lambert Academic Publishing.
(ISBN 978-620-3-19548-4).