|
Difficulties Of Self-Learning To The Open Arab University Students In The Sultanate Of Oman From The Perspective Of The Students
[Full Text]
AUTHOR(S)
Dr. Mahmoud Mohamed Ali, Dr. Kirembwe Rashid Abdulhamed, Muhanna Sulaiman Al-Kindi
KEYWORDS
ABSTRACT
This study aimed to reveal the most important difficulties that hinder the Arab Open University in Oman students for the practice of self-learning method in their studies has been rated difficulties to the three pillars, namely: difficulties related to students and the skills of self-learning, and difficulties related to teachers and methods of teaching, and difficulties related to the curriculum and learning resources and after the application of the study of the identification of the difficulties tool (200) of university student's (697) study concluded that many of the results that were notably: that the difficulties related to students and the skills of self-learning more difficulties impeding the exercise of self-learning compared to the difficulties related to the other two mentioned and the students' ability to connect and communicate, and to evaluate themselves and correct educational careers, and their ability to control their behavior and direct their activities toward self-learning are more difficulties influential and disability for students on their ability to exercise self-learning in their study of the Arab open University, and as for the axis of teachers and teaching methods has shown results weakness encourage teachers to students to apply and practice this kind of learning and focus on traditional methods and weak development of skills for self-learning is one of the more difficulties that limit the exercise of the students of this method of learning, and for the focus of the curriculum and learning resources has shown results of the study that the lack of educational software miscellaneous, non-availability of electronic research base and lack of stimulating courses on the exercise of self-learning method is one of the most difficulties that hinder students' ability to exercise self-learning.
REFERENCES
[1] Arab Open University (2006), self-learning skills, First Edition, Kuwait: Arab Open University
[2] Rubaie, Saeed; Maghraoui, Abdalmuamen (2006), self-learning (concept, its importance, its methods, its applications), the first edition, Jordan: Dar Haneen.
[3] Said, Salwa; Jalal, Ahmed (1997), self-learning skills and inhibitors of the students of the Faculty of Education and Islamic sciences from the perspective of faculty and student members, Oman: Sultan Qaboos University, the first Educational Conference, December 7 to 10 (1997).
[4] El-Sherbini, Fawzi; Tantawi, Effat (2006), educational modules, the first edition, Cairo: book center.
[5] Ajmi, Mohammed (2001), Assessing Arabic language teacher at the secondary level performance in light of the self-learning skills, Master of Education, Sultanate of Oman: Sultan Qaboos University.
[6] Al Faqih, Ziad (2012), the construction is based on self-learning educational program for the development of higher-order thinking and of students to the concepts of Islamic education skills, a PhD in Curriculum and Instruction, Jordan: Amman Arab University.
[7] Al nusoor, Ziad (2011), the impact of the teaching of mathematics computerized comminuted way of learning and self-learning in student achievement and attitudes towards it, a PhD in Education, Jordan: Amman Arab University.
[8] Hilat, Mustafa (2004), the effect of self-education strategy on the assurance of children self-esteem and motivation of achievement, a PhD in the philosophy of educational psychology, Jordan: Amman Arab University.
[9] WWW.ankawa.com
[10] www.sasapost.com
|
