التقرير الرسمي لوحدة المكتبة الرقمية التابعة لمركز الخدمات الالكترونية والمعرفية
بالمجلس الأعلى للجامعات – جمهورية مصر العربية
Sadik, A. (2017). Students’ acceptance of file sharing systems as a tool for sharing course materials: The case of Google Drive. Education and Information Technologies, 22(5), 2455–2470. DOI: 10.1007/s10639-016-9556-z.
Students’ Acceptance of File Storage Systems as a Tool for Sharing Course Materials: The Case of Google Drive
Students’ perceptions about both ease of use and usefulness are fundamental factors in determining their acceptance and successful use of technology in higher education. File sharing systems are one of these technologies and can be used to manage and deliver course materials and coordinate virtual teams. The aim of this study is to explore how Google Drive is accepted as a system for handling course materials and uncover the factors that influence and contribute to students’ intentions to use it. The research approach is based on the technology acceptance model (TAM). The participants for this study comprised 119 students at Sultan Qaboos University. The Students’ Acceptance of Google Drive Questionnaire was develop by the author based on the TAM. The results indicated that students perceived Google Drive as an easy-to-use and useful system for storing and sharing course materials, and they favored its use in university teaching. The results of a multiple regression analysis confirmed that students’ prior experience with Google Drive is a good predictor of students’ perceived ease of use and usefulness. In addition, perceived ease of use and usefulness significantly influenced attitudes toward the system and behavioral intentions to use Google Drive.
Accepted for publication in Education and Information Technologies, October, 2016.
Author, A. [username]. (year, month day). Title of video [Video file]. Retrieved from http://url
Bass, L. [lenbass]. (2016, July 31). Networking [Video file]. Retrieved from http://presentationtube.com/watch/?v=zFZAGr8vLfJ
Sadik, A. (2016). PresentationTube: A Network for Producing and Sharing Online Video Lectures at Sultan Qaboos University. In Alshahrani, K & Ally, M. (Eds.), Transforming Education in the Gulf Region: Emerging Learning Technologies and Innovative Pedagogy for the 21st Century (pp. 98-109). Milton Park: Routledge.
This paper describes the technology and methodology used in the development and usability evaluation of a network, named PresentationTube, to help faculty members at Sultan Qaboos University, Sultanate of Oman, produce and share quality video presentations for their students. The network offers a desktop application for recording video presentations and an online platform to share presentations online. The recorder allows faculty members to narrate and annotate PowerPoint slides and synchronize a variety of visual aids, including webcam footage, whiteboard, drawing board, and web browser. The platform uses YouTube API to upload and integrate videos with scrollable slide thumbnails. Quantitative and qualitative techniques including, quality of video presentation rubric, usability questionnaire, instructors’ interview and students’ perspectives to video presentations questionnaire were implemented to collect data and report on the usability of the network and effectiveness of video presentations. The results of usability evaluation showed that the network was perceived by instructors (n=31) and students (n=218) as effective, efficient, and relevance for self- production and sharing of video presentations. In addition, video presentations (n=187) produced by participants met the criteria of quality of video presentations. Directions for future research and system development are suggested in this study (Sadik, 2014).
Sadik, A. (2014). The Development and Evaluation of a Network for Producing and Sharing Video Presentations. Journal of Educational Technology, 11(2), 28-40.
Today’s culture has become so visual that teachers and students get considerable information from visual elements. These visual elements are increasingly appearing in teaching and learning resources, delivered across a range of media in a variety of formats: textbooks, multimedia presentations, computer tutorials, television programs, and Web resources. Visual information usually comes in the form of line drawings, photographs, maps, diagrams, flowcharts, graphs, time lines, geometrical figures, and Venn diagrams. Educators believe that using visual treatments helps learners to explore meanings clearly, directly, and easily, and yields positive results. For example, students can learn the word “spoon,” but to look at a spoon communicates so much more. By looking at the spoon, students can read the history of eating, utensils, materials, civilization, culture, and habits (Sadik, 2011).
Sadik, A. (2011). Improving Pre-Service Teachers’ Visual Literacy through Online Photo-Sharing Applications. International Journal of Emerging Technologies in Learning, 6(1), 31-36.
Sadik, A. (2016). PresentationTube: A network for producing and sharing online video presentations at Sultan Qaboos University.
In Alshahrani, K & Ally, M. (Eds.), Transforming Education in the Gulf Region: Emerging Learning Technologies and Innovative Pedagogy for the 21st Century (98-109). Milton Park: Routledge.
كواحد ممن درسوا معي في فصل الربيع 2016 المنصرم، أو أحد الفصول الدراسية السابقة، أرجو الاستجابة إلى هذا الاستبيان البسيط والذي يوضح مدى تقبلك لاستخدام واحدة من خدمات استضافة ومشاركة الملفات وهي مقارنة بنظم إدارة التعلم حيت تم استخدام هذه الخدمة فقط في رفع وتحرير ومشاركة العروض والمستندات والتكليفات والاختبارات وغيرها.
مع خالص شكري وتقديري
د. علاء صادق