This study aimed to examine the effectiveness of a 3D-Virtual Reality Learning Environment the Omani 8th-grade students’ achievement and motivation towards physics learning. To achieve the study objectives, data were collected using twoinstruments: an achievement test and a motivation ques-tionnaire. The sample consisted of sixty-five female students. They were divid-ed into two groups, (32) students in the experimental group and (33) students in the control group. The findings of this research study indicated a greater im-provement in students’ achievement in physics after using the 3D-VRLE com-pared to their counterpartsin the traditional learning environment. Furthermore, the results showed that the 3D-VRLE has a positive effect on students’ motiva-tion towardsphysics learning. In the light of these findings, the study recom-mended the importance of usingthe 3D-VRLE in the Ministry of Education schools.Research areas for future investigation in the field of the 3D-VRLEswere also suggested.
3D-Virtual Reality Learning Environments (3D-VRLEs) have proven effective in stimulating student engagement in teaching and learning processes. However, some principles should be considered before introducing and implementing these learning environments in science education. This paper aims to document the principles that guide the design and development of the 3D-VRLE in science education and to draw the implications for the Omani educational context.
This book sets out some basic rules for e-learning in Arab higher education institutions, through ten chapters to provide a comprehensive picture of e-learning in higher education, and to be a comprehensive and up-to-date reference, especially with the lack of modern Arabic books specialized in this field. The book reviews the strategic role. E-learning as a future option for higher education institutions, which has become inevitable as it appeared with the Corona pandemic, which created a need to improve institutional strategies and procedures to excel in providing good e-learning, and digital transformation through it. The book also provides practical and applied steps, experiences, and practices on how to develop electronic programs and courses, It discusses issues related to educational design and management of educational platforms, teaching methods and electronic assessment, and the challenges of self-regulation of student learning, quality, accreditation, and the use of artificial intelligence technologies.
This study addresses how pedagogy can be transformed to engage students and improve learning, and how education systems can support all teachers to teach, use, and deal with technology effectively. It undertakes an exploratory case study using a mixed-method approach. The conceptual framework that will be used to conduct this exploratory study is the meaningful online learning (MOL) design framework developed by Dabbagh, Marra, and Howland (2019). The MOL design framework promotes learning by doing. It involves the relationship between the three main components of pedagogical models for online learning (instructional strategies, learning activities, and learning technologies), and the five attributes of meaningful learning (active, constructive, intentional, cooperative, and authentic). The MOL design framework is used to guide instructional designers to design active, engaging, and authentic learning environments for effective learning experiences, by selecting instructional strategies compatible with learning activities and learning technologies to achieve the intended outcomes (Dabbagh, Marra, & Howland, 2019). The outcome of this exploratory study is to provide design principles that can be used as a guideline for designing effective courses in any format, online, blended, and even face-to-face courses.
Research Paper
This study investigates the use of constructive pedagogy models to effectively engage students and enhance their learning experiences in college courses. Meaningful Online Learning attributes was used to redesign a face-to-face course in Sultan Qaboos University in Oman. The contemporary landscape of higher education is marked by a dynamic shift towards optimizing pedagogical approaches to meet diverse learning needs and preferences and to effectively engage students and enhance their learning experiences. Within this context, this research delves into the exploration of constructive pedagogy models as a means to actively engage students and elevate their learning experiences in the realm of college courses. A mixed-method approach was employed to conduct an exploratory case study, which involved the use of various instruments and sources such as a pre-course survey, a focus group discussion, and an analysis of the course based on the Meaningful Online Learning framework.....