Virtual Poster Session for Teaching and Learning Exhibition (TLEX21)

Teaching and Learning Exhibition (TLEX21)

Deanship of Academic Development, Imam Abdulrahman Bin Faisal University (IAU)

30 faculty members of Cohort II of the Fellowship Program in Learning and Teaching present their research posters illustrating their successful practices in university education from their real experiences in the classroom, highlighting the outcomes of these practices, their impact and opportunities for improvement. 

TLEX21 exhibition will be held on Thu, March 11, 2021 at 8:00 AM – 2:00 PM. The exhibition will be inaugurated by His Excellency the President of the University, Prof. Abdullah bin Muhammad Al-Rubaish, in the presence of the Vice President for Academic Affairs, Dr. Ghazi bin Abdulrahman Al-Otaibi, and the Dean of the Deanship of Academic Development, Dr. Mohammed Saleh Alkathiri, and a number of deans, vice-deans, heads of academic departments, and visitors from inside the university and the Eastern Province community.

If you wish to attend the TLEX21 in-person, please reserve your ticket in advance. (ALL TICKETS SOLD OUT)


More info: https://www.eventbrite.com/e/tlex21-tickets-142637824573

Filter displayed posters (58 keywords)

Engagement (8) Covid-19 (6) Virtual Learning (6) Active Learning (5) Flipped Classroom (4) Kahoot (3) Motivation (3) Problem Solving (3) Cooperative Learning (2) Game-based Learning (2) Jamboard (2) Peer Feedback (2) Zoom (2) show more... Blackboard (1) Blended Learning (1) Breakout Rooms (1) Breakout-rooms (1) Case-based Teaching (1) Collaboration (1) Collaborative Leaning (1) Communication Skills (1) Confidence (1) Course Planning (1) Critical Thinking (1) Curricula (1) Debate (1) Discussion Boards (1) Discussions (1) Distance Learning (1) E-learning (1) Feedback (1) Formative Assessment (1) Health (1) Higher-order Thinking (1) Kanter’s Theory (1) Professional Development (1) Project-based Learning (1) Quality Assurance (1) Quantitative (1) Rapport (1) Reflective Practices (1) Research Projects (1) Rewards (1) Role-play (1) Rubrics (1) Self-efficacy (1) Simulation (1) Slido (1) Socrative (1) Soft Skills (1) Student Response System (1) Team-based Learning (1) Technology (1) Theory-practice Gap (1) Tinkercad (1) Vision 2030 (1) Wiki (1) Writing Skills (1)
Show Posters:

Tracks

Arts and Education (4)
Engineering (4)
Health (11)
Sciences and Management (11)

▼ Back to top

Changes Needed in Saudi Universities’ Mathematics Curricula to Satisfy the Requirements of Vision 2030

Dr. Mansour Saleh Alabdulaziz

Abstract
The aim of this study is to improve thequality of the mathematics curricula in Saudi universities by investigating therequired changes in mathematics curricula in order to satisfy the demands of the Saudi Vision2030.The researcher used qualitative methods to answer theresearch questions by randomly selecting a sample composed of some faculty members who sspecialized in curricula and methods of teaching mathematics. In addition, some of undergraduate and postgraduate students. I founded that the current mathematics curriculum in Saudi universities lacks some important requirements and needs to be changed in order to satisfy the demands of Vision by including what is important for the integration of technology into the undergraduate and postgraduate mathematics curriculum. Furthermore, the mathematics laboratory must be an integral part of the curriculum. Moreover, problem-solving ought to be at the center of a mathematics curriculum. This study concludes with recommendations regarding future research.
Presented by
Dr. Mansour Saleh Alabdulaziz <malabdulaziz@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of Education
Keywords
Vision 2030, Curricula

The Power of believing that you can improve

Dr. Munerah Almulhem , Assistant Professor. Laila Busaleh, Teaching Assistant

Abstract
Fear of making mistakes and being labelled as “wrong” or “failing” is one of the greatest obstacles to perseverance and to mathematical confidence. When students fear mistakes, it halts their ability to share their knowledge and improve it. The purpose of this action research is to promote students’ activeness, confidence and engagement at classroom. Therefore, two ideas have been applied: giving points for efforts in solving math problems that will be given during each lecture and giving rewards to the group and the student who earned the most points at the end of semester. In order to activate these ideas, two learning methods have been employed which are cooperative learning groups and active learning through Kahoot. The mechanism of calculating points is full point for right answer or half point for efforts and trying in case of wrong answer. In Kahoot, the students in the first three ranks will get a full point and the students in the fourth and fifth places will get a half point. The results have= showed that giving points for efforts impacts positively on 72% of students to share their knowledge with no fear of mistakes. Additionally, 68% of students agreed that Kahoot helped them to increase their math confidence.
Presented by
Dr. Munerah Almulhem <malmulhim@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of science and humanities
Keywords
Confidence, Engagement, Rewards, Cooperative Learning, Active Learning, Kahoot

Using Jamboard as a learning tool In the Zoom classroom

Dr. Huda Alkhaldi, Assistant Professor

Abstract
COVID19 lockdown has transferred the educational system to online education all around the globe it has become an extraordinary challenge stimulating students’ e learning process Therefore, the aim of this action research is to implement Jamboard application as a learning/teaching tool to develop active learning in the physics Zoom classroom A study was conducted to determine how effective this tool to attract student attention and to engaged the instructor with his/her students during the class Furthermore, the instructors and students revealed that the using Jamboard application increased the interest of students in the online class Additionally, this method was found to have a positive impact on student motivation during lecture
Presented by
Dr. Huda Alkhaldi <hsalkaldi@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of Science and Humanities in Jubail
Keywords
Jamboard, Zoom, Covid-19, E-learning, Active Learning, Motivation
Chat with Presenter
Available 10 am to 11 am, 11/3/2021

Using Wiki tool for collaborative leaning learning and assessment

Dr. Amal Alsaikhan

Abstract
Through activation of the wiki tool in one of the courses taught last semester (Creative Translation ENGL 472), the researcher was able to achieve the targeted PLOs and CLOs. Wikis allowed students to engage in asynchronous collaboration. Using wikis for assessment provided students with a collaborative space where they could share knowledge, and acquire a variety of skills. Students were able to interact and edit their individual contributions within a one shared document. They worked in groups on projects and assignments. They edited and added comments into each other's contributions, and learn from and with each other. The teacher acted as a facilitator and was able to track her students' individual contributions and assess them individually.
Presented by
Dr. Amal Alsaikhan <aalsaikhan@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of Arts
Keywords
Wiki, Collaborative Leaning, Cooperative Learning
Chat with Presenter
Available March 11th 8:00am-11:00am

▼ Back to top

Enhancing Student Understanding and Engagement Level in a Classroom

Dr. Nasir Ghazi Hariri

Abstract
Passive learning, where teachers deliver information and knowledge to students with no feedback or interaction, becomes a significantly ineffective method for learning, especially with the online learning environment and virtual classrooms Applying active and blended learning strategies in a virtual classroom are essential for the enhancement of understanding and engagement level in students This research action studies three different activities that were evaluated to primarily improve the overall understanding and engagement levels for students Explored activities and learning strategies include the start of class recap activity, in class questions and discussions session, and the end of class problem solving activity
Presented by
Dr. Nasir Ghazi Hariri <nghariri@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of Engineering
Keywords
Virtual Learning, Engagement, Discussions, Problem Solving, Active Learning

The Impact of Teaching New Software Virtually on Student Engagement

Ms. Najla Rashid Alrumaihi, Lecturer

Abstract
This study is part of an action research project that aims to develop understanding of what underpins the engagement of students in online learning environments. This research will highlight and explore different methodologies on teaching and learning new software, new skills offered in virtual classes. With the current pandemic of COVID-19, the flip between the old classroom environments and the need of virtual classrooms expanded the creativity to exceed students attention and engagement. Therefore, the use of new platforms is priority. And that led in modifying the teaching methods and strategies to accommodate the development of the modern era.
Presented by
Ms. Najla Rashid Alrumaihi <nralrumaihi@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of Design
Keywords
Covid-19, Engagement, Virtual Learning
Chat with Presenter
Available March 11th, from 11-12 pm

The Impact of Using Debate as an Active Teaching Strategy

Dr. Mubarak Alhajri, Assistant Professor

Abstract
After utilizing online platform with the world pandemic, the student engagement on the online class become a difficult. A debate as an active teaching strategy has been utilized to increase the motivation and the engagement of the student on online course. Active learning encourages students to think rather than listening and watching. A debate as strategy was applied in Planning History and Theory Course. After the end of the course, student feedback were taken to evaluate debate as strategy and identify ways of improvement. Most student were satisfied and motived with a debate as an active teaching strategy
Presented by
Dr. Mubarak Alhajri <Mfmalhajri@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
Collage of Architecture and Planning, Department of Urban and Regional Planning,
Keywords
Covid-19, Motivation, Engagement, Active Learning, Debate

Flipped Classroom

Dr. Khalid Almatar, Assistant Professor

Abstract
Flipped Classroom, also known as Inverted Classroom is a teaching technique in which students learn the concepts at home through video recording and other available resources, and they practice those learning objectives when they are at school or in classrooms. Similarly, Flipped Classroom is the teaching method where teachers deliver lectures online through electronic means and students practice the taught lecture in classrooms. This method helps students to practice efficiently in the presence of teachers. Flipped Model has been implemented in many educational institutions around the world and found useful. This assignment aims to identify an in-depth analysis of the effectiveness of this technique. The assignment also examines the insights of students and teaching staff in terms of how useful this model has been. The main focus of the research are based on primary and secondary research techniques in which available literature is reviewed from online research papers, and the primary research includes a detailed questionnaire distributed to the students and teaching staff to examine their understanding of this model. The target sample of this research is students and faculty of the Department of Urban Planning. From the research questionnaire, it is found that both students and faculty are satisfied with the Flipped Classroom and are enjoying the technique. Thus proved that this Flipped Model is and effective teaching model.
Presented by
Dr. Khalid Almatar <ksalmulhim@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of Architecture and Planning Engineering, Dept. of Urban and Regional Planning
Keywords
Flipped Classroom

▼ Back to top

The Effect of Flipped Classrooms in Nursing Students' Engagement

Dr. Reem AL-Dossary

Abstract
Flipped classroom helps nursing students improve in knowledge, skills, attitudes, critical thinking and problem-solving skills. This phenomenological action research study explored 86 nursing students in the 7th level of two Nursing Management and Leadership (NML) lectures (Motivation, Conflict Management) in the first semester 2019 utilizing a FC method. Data were collected from the students who have attended the 2 FC through the use of class quizzes and short student interviews (5 questions) and written feedback. Students’ engagement in class showed significant improvement when using FC. It enhanced the students’ participation (doubled) compared to traditional classes. It also created better student interactions. The overall experience with FC suggests that when the classroom becomes more student-centered, with utilization of instructor contact time for higher-level intellectual activities, this will bring improved student engagement, learning outcomes, through increased student-instructor and peer-peer interactions. Several recommendations were suggested in order to improve the nursing students’ engagement as a result of attending the FC.
Presented by
Dr. Reem AL-Dossary <rnaldosari@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of Nursing
Keywords
Flipped Classroom, Engagement, Higher-order Thinking

Transforming Nursing Education: Bridging the Theory - Practice Gap (TGP) in an Undergraduate Nursing Course

Dr. Rima AL Garni, Vice Dean for Quality & Development

Abstract
Theory-practice gap (TPG) is one of the major concerns in nursing education that could affect the outcome of nursing programmes. Hence, this study aims to bridge the TPG in a Medical Surgical Nursing II course in undergraduate nursing curriculum. An action research methodology will be used to achieve the study aims. Flipped classroom instructional method was applied as students were supplied with case scenarios of the Medical Surgical Nursing II course in addition to online course materials to support students. Flipped classroom was implemented in one section of third-year nursing students, and traditional lectures were used for the second section. The effectiveness of the flipped classroom as an instructional method to bridge the TPG will be tested using the students’ satisfaction survey scores, and the impact will be measured using the nursing students passing rate in the medical surgical nursing component of the Saudi Licensure Nursing Exam (SNLE). Findings of this study could support bridging the TPG in nursing education if applied in similar courses in the nursing curriculum.
Presented by
Dr. Rima AL Garni <rsalqarni@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of Nursing
Keywords
Theory-practice Gap, Flipped Classroom,
Chat with Presenter
Available 11.03.2021 at 3:00-4:00pm

Online Team-Based Learning Approach for Teaching “Dementia” and “Sleep Apnea”

Dr. Sally Abed, Associate professor

Abstract
The COVID-19 pandemic has escalated the use of virtual learning after interruption of traditional teaching. Multiple online learning strategies were initiated to overcome this learning crisis[2]. Educators must use the appropriate technology tool to keep up with technology advancements [1]. Team-Based Learning (TBL) is a collaborative student-centered teaching method that increases learner commitment [2], encourage active learning, and is highly acceptable by students. The study was conducted on 75 undergraduate applied medical science Jubail students from neuroscience and respiratory care department. After conducting virtual TBL sessions, all students completed a questionnaire to inspect their perceptions regarding the use of TBL. The study revealed that majority of students in both groups positively perceived TBL in virtual classroom.
Presented by
Dr. Sally Abed <syabed@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of Applied Medical Sciences in Jubail
Keywords
Covid-19, Virtual Learning, Team-based Learning
Chat with Presenter

Impact of Simulation on Pharmacy Education

Dr. Sawsan M. Kurdi, Assistant Professor, Assistant Professor, Ambulatory Care Clinical Pharmacist

Abstract
Using simulation in pharmacy education is well established and is proven to improve students learning outcomes. However, it is not yet established in our college. We decided to start with “role’-play” as students will work cases in groups and the faculty will act as a patient. Students were asked to reflect on their experience and fill a survey. Majority of students had positive feedback and suggested to use more simulation to improve their clinical skills. Students gave some valuable feedback to improve the activity in the future. Overall, it was a positive experience and helped students achieve the course learning outcomes.
Presented by
Dr. Sawsan M. Kurdi <smkurdi@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of Clinical Pharmacy
Keywords
Simulation, Role-play

Effects of COPD guideline training on physicians’ awareness and knowledge: a cluster randomized controlled trial

Dr. Mohammed Alsubaiei, Assistant professor-Consultant

Abstract
Background: In Saudi Arabia, the level of physicians’ awareness and knowledge regarding Chronic Obstructive Pulmonary Disease (COPD) guideline recommendations is suboptimal. Aim: To evaluate the effect of the online Global Initiative for Chronic Obstructive Lung Disease (GOLD) statement education program on physicians’ awareness and knowledge about COPD guideline recommendations in Saudi Arabia. Methods: An online GOLD statement education program (five modules) was designed and subsequently evaluated among respiratory and internal medicine physicians using a cluster randomized controlled study in the Eastern Province in Saudi Arabia. Data were collected using questionnaires pre intervention, directly after the intervention (two weeks) . Results: Forty-four physicians were included. A significant between-group difference in the mean physician score of more than 13 points on COPD knowledge (maximum score of 45 points) was found after two weeks (p = < 0.001). Whereas the mean knowledge score in the intervention group increased significantly (baseline: 29.9 ± 3.3; after two weeks: 42.0 ± 2.0), the control group score did not change (baseline: 29.2 ± 4.8; two weeks: 29.8 ± 5.0). Conclusion: This study revealed that active involvement in using online GOLD-statement training modules improved the awareness and knowledge of COPD guidelines among physicians working with patients with COPD in the Eastern Province of Saudi Arabia. Therefore, we strongly recommend that physicians in Saudi Arabia should be proactively encouraged to use online COPD guideline materials to increase awareness of COPD guidelines and hence improve adherence to their recommendations.
Presented by
Dr. Mohammed Alsubaiei <Msubaiei@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of Applied Medical Sciences
Keywords

Using technology to enhance student's engagement

Dr. Mohammed Madadin, Associate Professor

Abstract
Using technology has different advantages in learning and teaching. Introducing technology in the classroom certainly help the educational environment and assist in overcome some challenges. There are different technology platforms related to education. In this research intervention, I have used Socrative App to overcome the issue of low student engagement during online lessons and to assist the teacher to get instant feedback about students’ understanding during the session. The intervention was successful and showed positive participation from all students and allowed the teacher to tailor the session to focus on certain areas based on students’ needs through the immediate feedback.
Presented by
Dr. Mohammed Madadin <mmadadin@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of Medicine
Keywords
Technology, Socrative , Feedback, Engagement

Virtual Lectures Gamified: The Effect of Competition on Student’s Attendance, Interaction, and Learning

Dr. Khalid Almulhim, Chairman of Restorative Dental Science Department

Abstract
Virtual education and distance learning have faced many challenges in the past, including students’ attendance, interaction and engagements. Student motivation is considered a crucial factor for success in online learning environments (Artino, 2008; Keller, 2008). This was also noticed in virtual lectures provided to the dental students at IAU. The author of this study performed a competition gaming technique in one of the virtual lectures provided to the 3rd year dental students, in which 1 Kahoot question was provided every 15 slides, and the winner of each question (total 5 questions) earned a dental related instruments, that the students need in their clinical procedures when treating their dental patients. Students’ feedback was collected by providing a shared link. It included questions about: which lecture type they liked the most? Would you like all lectures to have gaming or competition? And what did they like the most about the lecture.
Presented by
Dr. Khalid Almulhim <ksalmulhim@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of Dentistry, Restorative Dental Science Department
Keywords
Virtual Learning, Engagement, Game-based Learning, Kahoot

Nursing Education during Covid-19: Is it the time to empower nursing students?

Dr. Friyal Al Qahtani

Abstract
This study aims to investigate the effectiveness of the interventional program on nursing students’ empowerment in the clinical placement during covid-19 crisis. 127 final-year nursing students at IAU university were recruited using a purposive sampling method and received empowerment intervention. Twenty students were interviewed to identify factors that influenced their empowerment. The findings indicate that most students demonstrated more empowerment than they had before they attended the interventional program study. The findings also show that many factors play an essential role in nurturing these students’ empowerment such as involving students with course planning, good knowledge of content, good rapport with faculty/preceptor in the clinical placement, sharing information, respect of students, trust, and organizational support resources. The findings of the study support Kanter’s theory that empowerment of nurses in the clinical placement improves the quality of care provided to the patients and drive students forward to evaluate the cases and be creative in problem-solving as well as increase nurses' retention and enhance job satisfaction.
Presented by
Dr. Friyal Al Qahtani <fmalqahtani@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of Nursing
Keywords
Covid-19, Rapport, Course Planning, Kanter’s Theory, Problem Solving

Online Peer Feedback in Virtual Learning

Dr. Duaa Aljabri, Assistant Professor

Abstract
Peer assessment (PA) is a practice where feedback is given by one student to another. It provides students opportunities to learn from each other and gain opinions about their own work through the eyes of their peers. Due to the virtual mode of teaching, this research describes the activation of online peer assessment in a graduate-level health-related presentation in the College of Public Health.
Presented by
Dr. Duaa Aljabri, Assistant Professor <daljabri@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of Public Health
Keywords
Peer Feedback, Virtual Learning

Challenges facing education during the Coronavirus Pandemic

Dr. Amer I. Alomar

Abstract
The challenges facing the educational system during the pandemic period put the education process in front of a crossroads. The most important of these challenges was the resistance to change from the traditional educational pattern by both student and teacher. These challenges can be summed up in the absence of physical contact and direct interaction between teacher and student. In addition, the student may be distant or without interaction, moreover technical problems and Internet network. The results obtained from the questionnaire indicate that the quality of distance education and acceptance of this educational method has developed positively especially the use of blended teaching methods witch depends on the using of direct and indirect interaction skills
Presented by
Dr. Amer I. Alomar <aiomar@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
Applied Medical Sciences
Keywords
Covid-19

DESIGN, IMPLEMENTATION AND OUTCOME OF CASE-BASED TEACHING OF CARDIOVASCULAR PHYSIOLOGY FOR CLINICAL PHARMACY STUDENTS

Dr. Ahmed Alsunni

Abstract
Aims: To formulate and implement a case-based cardiovascular physiology module for second year clinical pharmacy students. We also evaluated the students' feedback about this updated teaching method. Methods: 94 students underwent case-based teaching lectures (CBT). A validated questionnaire was used to obtain feedback regarding CBT. Results: Students' feedback about CBT was positive. Many students (72%) preferred learning and understanding through CBT, finding it an enjoyable experience. Participants stated that CBT stimulated critical thinking (76%) and linked theory to practice (78%). Furthermore,(80%) preferred this type of teaching and assessment in the future and 70 (80%) agreed to include CBT in all preclinical subjects. Conclusion: Students greatly appreciated CBT, as it stimulated logical thinking and active participation in the class, resulting in improved performance in exams.
Presented by
Dr. Ahmed Alsunni <aalsunni@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
Department of Physiology, College of Medicine
Keywords
Case-based Teaching

▼ Back to top

Which strategy is better: Project-Based Learning or Flipped Classroom in developing achievement and critical thinking for preparatory year students

Dr. Ali Al-Wardany Ali , Assistant Professor

Abstract
This study aimed to identify the effectiveness of using two strategies; project-based learning and flipped classroom in developing the level of achievement, and critical thinking skills of preparatory year students at Imam Abdulrahman Bin Faisal University.

We prepared two teacher guides, each one of them includes reformulating the research skills unit from Learning and Research Skills course, where a teacher’s guide was prepared for teaching using project-based learning strategy, and another teacher’s guide for teaching using flipped classroom strategy. We also prepared a test for academic achievement, a critical thinking test, and satisfaction survey as tools for evaluation
Presented by
Dr. Ali Al-Wardany Ali <aaomar@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
Deanship of Preparatory Year and Supporting studies
Keywords
Project-based Learning, Flipped Classroom, Critical Thinking

Embedding Reflective Practices in Faculty Development

Dr. Nasser S. Alrayes, Associate Professor of Educational Administration, Vice-Dean for Development & Quality Deanship of Preparatory Year

Abstract
• Enhance the continuing professional development (CPD) in teaching, research, and using technology. • Improve faculty members' reflective practice in teaching and learning (T&L) within the internal quality assurance system dashboard (QASD) framework. • Use virtual environment and online training programs as effective tools for professional development.
Presented by
Dr. Nasser S. Alrayes <nsalrayes@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
Development & Quality Deanship of Preparatory Year, College of Education
Keywords
Reflective Practices, Virtual Learning, Professional Development, Quality Assurance

The Impact of Self-Efficacy and Emotion on Learning and Achievement: Toward an Early Academic Advisory Plan

Dr. Sumayh Aljameel, Assistant Professor

Abstract
Recognition of the factors affecting the students’ academic success is one of the most important challenges and concerns in higher education. Hence, this study aimed to investigate the effects of academic self-efficacy and learning-related emotions with the academic performance in university students. Predicting the students’ performance at the beginning of the term is very important to prepare an early advisory plan that helps students to improve their learning and performance.
Presented by
Dr. Sumayh Aljameel <saljameel@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of Computer Science and Information Technology
Keywords
Self-efficacy

Using tinkercad.com to Learn Electric Circuits

Dr. Mubarak Alqahtani

Abstract
The aim of this poster is to study the impact of using educational websites such as tinkercad.com on students’ learning of electric circuits. The experiment is about Ohm’s law 𝑉=𝐼𝑅 and how to measure the current 𝐼 and voltage 𝑉 when the resistance 𝑅 is known. The results show that there are differences (~55% increase) in the performance of students who had an extra session where they use tinkercad.com website.
Presented by
Dr. Mubarak Alqahtani <maqahtani@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of Applied Studies and Community Service
Keywords
Tinkercad

Teaching Statistics Through Research Projects

Dr. Maram Alwohaibi, Assistant Professor

Abstract
Collaborative work on a Research Projects (RP) were carried on by the students throughout the delivery of applied statistics. The aim of this work is to increase student understanding of statistical concepts, develop their problem-solving skills, become practiced in communicating their ideas orally and in writing, and become versed in the use of statistical software. Positive results are obtained when measuring the impact of the method on students learning.
Presented by
Dr. Maram Alwohaibi <malwohaibi@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of Computer Science and Information Technology
Keywords
Collaboration, Research Projects, Problem Solving

Applying active learning methods in teaching computer programming Courses

Dr. Hayat Alfaghum

Abstract
The challenge that teaching and learning computer programming presents has encouraged the design and implementation of various new and innovative computer programming teaching methods. In this action research, we tried to create an active learning-based environment by combining different activities that can be done in online classes to improve students’ performance by increasing their motivation and encouraging greater self-engagement.
Presented by
Dr. Hayat Alfaghum <hmalfagham@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of Applied Studies and Community Service,
Keywords
Active Learning, Motivation

Enhancing Peer Feedback Practice by Using Rubrics to Assess Speaking Skills

Dr. Gadah Almuarik

Abstract
This action research aims at exploring the impact of using analytical rubrics (a set of criteria/rules or guidelines that can be used to assess one’s work or success of a task (Berger, 2011)) to enhance the quality of peer feedback in speaking activities. 35 advanced-level students in their 1st year took part in this study in which analytical rubrics (Reddy and Andrade, 2010) were implemented in peer feedback practice. Students’ views about using this kind of rubric to guide their assessments as well as teacher’s observation of students’ progress in their oral presentation skills were the primary sources of data for this study. Findings revealed a dramatic and rapid improvement in the quality of peer feedback and in the students’ presentation skills in general, including their critical thinking. Furthermore, students’ awareness of the efficacy of peer feedback practice was reported.
Presented by
Dr. Gadah Almuarik <galmaarik@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
Deanship of Preparatory Year & Supporting Studies
Keywords
Peer Feedback, Rubrics

Can the Blended E-Environment Enhance the Student Engagement?

Dr. Faisal Aftab

Abstract
This research pursued the idea that utilizing the technology in blended learning methodology can create a scaffolding for enhancing the student’s learning abilities. Action research was deployed using the interviews and observations as methods of data acquisition. The research was conducted on a pilot test basis due to a paucity of time. The study was conducted based on a single cycle for Action research. The traditional model of teaching was transformed into a blended form of learning by using the Jam-board, Slido and Zoom’s Breakout-rooms along with polls to augment the real-time discussion and develop a scaffold environment for in-depth learning . The study revealed using multi-application software enhanced the student’s learning attention and comprehension abilities inside the virtual classroom.
Presented by
Dr. Faisal Aftab <faaftab@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
College of Business Administration
Keywords
Blended Learning, Engagement, Jamboard, Slido, Zoom, Breakout-rooms

Formative Assessment in Distance Learning for Optimizing Undergraduate Students’ Motivation and Understanding of Gene Regulation Concepts

Dr. Amany Ibrahim Alqosaibi, Assistant Professor

Abstract
This research was conducted to improve students' understanding, and motivation in gene regulation topic by using formative assessment during Covid-19. This research used some apps like Kahoot as the media to achieve research objectives. The researcher took his online classes (2 classes: 67 female students) as the sample of the research. The researcher observed the improvement of students' understanding by collecting the data through conceptual understanding test, and enhancing their motivation towards learning biology by using students’ motivation towards learning biology instrument. The results indicated that there was an improvement in students’ motivation and satisfaction in learning biology using distance learning method. It can be drawn a conclusion that there is an improvement in students' understanding, motivation and satisfaction in the classroom taught using formative assessment via Kahoot app.
Presented by
Dr. Amany Ibrahim Alqosaibi <amgosaibi@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
Department of Biology, College of Science
Keywords
Formative Assessment, Distance Learning, Kahoot

Using Break-out Rooms & Discussion Board in Blackboard to Improve Students’ Persuading Skills

Dr. Ahmed Khatiry, Assistant Professor

Abstract
The current pandemic has forced academic institutions to discover new models of teaching and learning. Consequently, innovation in online teaching strategies are emerging and being evaluated. Communication Skills, which are primarily face-to-face interactive sessions, improves students’ abilities in using a wide range of effective verbal, non-verbal, and written communication in different settings. Delivering such soft skills in an online-format presents many challenges that need to be addressed by academics. This study focuses on developing persuasive writing skills using breakout rooms and discussion boards on Blackboard.
Presented by
Dr. Ahmed Khatiry <arkhatiry@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
Deanship of Preparatory Year and Supporting Studies
Keywords
Communication Skills, Soft Skills, Writing Skills, Breakout Rooms, Discussion Boards, Blackboard
Chat with Presenter
Available March 11th from 08:00 to 14:00

Teach for engagement, not for covering

Dr. Abeer Alsadhan, Assistant Professor

Abstract
This study examined students instructional journey exploiting on a game formed about a student response system, called nearpod. The study targeted three groups consist of 67 students in Information Security course. The data gathered by using an assessment whose trustworthiness was verified. Quantitative data were statistically analyzed using descriptive statistics.

One of the most challenging points now with online teaching is to generate the same level of interpersonal interaction possible with students in-person. Games like nearpod are an excellent choice for teaching university students given the access to mobile devices, availability of Wi-Fi, and students’ attraction for computer games. The “gamification” of learning increases student engagement by appealing to all students, even the most shy and quite students, merging both a cooperative fast-paced learning environment and friendly competition (Kapp, 2012). Games, particulary eLearning games, are sometimes not believed to be the result of serious work or worthy of attention. Our practice with nearpod reinforces that with some effort and a desire to engage students.
Presented by
Dr. Abeer Alsadhan <aalsadhan@iau.edu.sa>
Institution
Imam Abdulrahman Bin Faisal University (IAU)
Other Affiliations
Computer Science Department, College of Computer Science and Information Technology
Keywords
Game-based Learning, Student Response System, Health, Quantitative