تقييم منصة درسك من وجهة نظر المعلمين في ضوء بعض المتغيرات

Amer Mahmoud  Al-Sobuh

doi:10.35516/edu.v50i2 -S1.908

Authors

Amer Mahmoud Al-Sobuh Ministry of Education, Jordan. https://orcid.org/0000-0003-4218-0516

DOI:

https://doi.org/10.35516/edu.v50i2%20-S1.908

Keywords:

Assessment, criteria, Darsak platform

Abstract

Objectives: This study aimed to assess the Darsak platform from the viewpoint of teachers in the Northwest Badia directorate, using specific criteria. Additionally, it sought to examine the differences in average scores among the study sample based on selected variables.

Methods: The descriptive survey method was employed, utilizing 46 items based on 6 criteria, administered to 219 male and female teachers during the second semester of the academic year 2020/2021, selected randomly.

Results: The results indicated that teachers' evaluation of Darsak platform was "average," with a mean of 3.01 and a standard deviation of 0.682. Statistical significance was observed in the evaluation among basic material teachers based on the educational stage they taught. Furthermore, differences were found in the criteria scores for male teachers in communication, interaction, content, and satisfaction. Similar variations were observed among teachers of literary materials concerning content and among primary school teachers in communication and interaction.

Conclusions: The study recommends enhancing Darsak platform's functions, particularly in improving communication and interaction, fostering student-teacher communication, and encouraging teacher engagement with management and colleagues.

Downloads

Download data is not yet available.

References

Ahmed, M. (2020). The Syrian educational platform for early education in light of some standards. The Syrian Electronic Educational Journal, 1-18.

Al-Juhani, L. (2019). Evaluation of the Edmodo electronic platform in light of ease of use criteria. The Arab Journal of Educational and Psychological Sciences, 11, 161-192.

El-Sayed, A. (2017). The effect of the inverted learning strategy directed by metacognitive thinking skills in developing the skills of using interactive educational platforms among students of the Master of Education Technology. Journal of Educational and Social Studies, 22(3), 1099-1156.

Al-Shanaq, Q., & Bani Doumi, H. (2010). Attitudes of teachers and students towards the use of e-learning in Jordanian secondary schools. Damascus University Journal, Damascus University, Syria, 26(1).

Shawarbeh, D. (2019). The degree to which postgraduate students in private Jordanian universities use electronic educational platforms and their attitudes towards them. Unpublished Master's Thesis, University of the Middle East, Amman, Jordan.

Nassira, Salem (2017). E-learning systems and platforms. Journal of the notebooks of the detective, University of Djelfa, Algeria, 12(1), 86-103.

Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29-42.‏

Benson, A. D., Johnson, S. D., Taylor, G. D., Treat, T., Shinkareva, O. N., & Duncan, J. (2004). Distance Learning in Postsecondary Career and Technical Education: A Comparison of Achievement in Online vs. On-Campus CTE Courses. National Research Center for Career and Technical Education.

Buendía, F., & Hervás, A. (2006, July). An evaluation framework for e-learning platforms based on educational standard specifications. In Sixth IEEE International Conference on Advanced Learning Technologies (ICALT'06) (pp. 184-186). IEEE.‏

Chakrabartty, S. (2014). Scoring and Analysis of Likert Scale: Few Approaches. Journal of Knowledge Management & Information Technology, 1(2).‏

Downie, N. (1967). Fundamentals of measurements: Techniques and practices. (2nd ed.). London: Oxford University Press.

EBEL, K. (1992). Mode of life and soft body shape of heteromorphy ammonites. Lethaia, 25(2), 179-193.

García, F. B., & Jorge, A. H. (2006). Evaluating e-learning platforms through SCORM specifications. In IADIS Virtual Multi Conference on Computer Science and Information Systems (pp. 53-58).‏

Graf, S., & List, B. (2005). An evaluation of open source e-learning platforms stressing adaptation issues. In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05) (pp. 163-165). IEEE.‏

Hsu, C. M., Yeh, Y. C., & Yen, J. (2009). Development of design criteria and evaluation scale for web-based learning platforms. International Journal of Industrial Ergonomics, 39(1), 90-95.‏

Lin, C. C., Liu, G. Z., & Wang, T. I. (2017). Development and usability test of an e-learning tool for engineering graduates to develop academic writing in English: A case study. Journal of Educational Technology & Society, 20(4), 148-161.‏

Smedley, J. (2010). Modelling the impact of knowledge management using technology. OR insight, 23(4), 233-250.‏

Taylor, R. (2000). Assessment of exceptional students: Educational and psychological procedures. Allyn & Bacon.

‏ Thorndike, R. M., Cunningham, G. K., Thorndike, R. L., & Hagen, E. P. (1991). Measurement and evaluation in psychology and education. Macmillan Publishing Co, Inc.