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Uthman Alturki
Educational Technology Department, College of Education, King Saud University, Riyadh 11451, Saudi Arabia

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Journal article
Published: 14 July 2021 in Sustainability
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Mobile learning (M-learning) has become an important instructional technology component in higher education. The goal of this research is to determine how Malaysian university students use M-learning in higher education. The technology acceptance model (TAM) concept was used to construct a theoretical model of M-learning acceptability. In theory, five independent criteria were discovered as contributing to the actual usage of M-learning for educational sustainability by influencing students’ attitudes towards M-learning and their intention to use it. A questionnaire survey based on the technology acceptance model (TAM) was used as the primary data collection technique, with 200 students from UTHM University of Malaysia participating. The data were analyzed using SPSS and Structural Equation Modeling (SEM-Amos). The results of the students’ attitudes towards using M-learning and their behavioral intentions to use M-learning show a beneficial impact on the actual use of M-learning as well as the long-term sustainability of M-learning in higher education. In addition, both male and female students were satisfied with perceived usefulness, perceived ease of use, perceived enjoyment, attitude towards use, task-technology fit, behavioral intention to use, perceived resources and actual use of mobile learning for educational sustainability. This study contributes to the validation of the extended TAM for M-learning by demonstrating that the predicted model predicts students’ attitudes towards using M-learning and their behavioral intentions in Malaysian higher education.

ACS Style

Ali Al-Rahmi; Waleed Al-Rahmi; Uthman Alturki; Ahmed Aldraiweesh; Sultan Almutairy; Ahmad Al-Adwan. Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education. Sustainability 2021, 13, 7893 .

AMA Style

Ali Al-Rahmi, Waleed Al-Rahmi, Uthman Alturki, Ahmed Aldraiweesh, Sultan Almutairy, Ahmad Al-Adwan. Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education. Sustainability. 2021; 13 (14):7893.

Chicago/Turabian Style

Ali Al-Rahmi; Waleed Al-Rahmi; Uthman Alturki; Ahmed Aldraiweesh; Sultan Almutairy; Ahmad Al-Adwan. 2021. "Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education." Sustainability 13, no. 14: 7893.

Journal article
Published: 12 July 2021 in Sustainability
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The current study explores the students’ behavioral intention to use social media and actual social media use in higher education, specifically the perception of their academic performance and satisfaction. The study is theoretically based on the technology acceptance model (TAM) with evaluation information system success models (ISSM). Theoretically, five independent constructs were identified as contributory to behavioral intention to use social media, and actual social media use towards the students’ satisfaction and performance impact was analyzed. A questionnaire survey based on the technology acceptance model (TAM) and information system success model (ISSM) was utilized as the key method for collecting data and disseminated to 1200 students from four public universities of Malaysia chosen through a random sampling technique. For data analysis, the SPSS and structural equation modeling (SEM-Amos) were used. Outcomes obtained from the students’ behavioral intention to use and actual social media usage indicates a positive and constructive influence on satisfaction and academic performance in higher education. In addition, both male and female students were satisfied with perceived usefulness (β = 0.095, t-value = 3.325, p< 0.001 and β = −0.045, t-value = −2.079, p< 0.001, respectively), perceived ease of use (β = 0.108, t-value = 3.29, p< 0.001 and β = 0.307, t-value = 12.365, p< 0.001, respectively), perceived technology fit (β = 0.14, t-value = 4.769, p< 0.001 and β = 0.277, t-value = 12.358, p< 0.001, respectively), information quality (β = 0.108, t-value = 3.825, p< 0.001 and β = 0.109, t-value = 5.087, p< 0.001, respectively), and system quality (β = 0.232, t-value = 7.573, p< 0.001 and β = 0.176, t-value = 7.429, p< 0.001, respectively). Therefore, we encourage students to use social media for educational purposes and encourage more interactions with peers at higher education institutions. The study’s empirical findings present strong support for the integrative association between the TAM and the ISSM in using online learning platforms to improve students’ academic achievements and satisfaction. This could help decision makers in universities, higher education institutions, and colleges to plan, evaluate, and implement online learning platforms in their institutions.

ACS Style

Ali Al-Rahmi; Alina Shamsuddin; Uthman Alturki; Ahmed Aldraiweesh; Farahwahida Yusof; Waleed Al-Rahmi; Abdulmajeed Aljeraiwi. The Influence of Information System Success and Technology Acceptance Model on Social Media Factors in Education. Sustainability 2021, 13, 7770 .

AMA Style

Ali Al-Rahmi, Alina Shamsuddin, Uthman Alturki, Ahmed Aldraiweesh, Farahwahida Yusof, Waleed Al-Rahmi, Abdulmajeed Aljeraiwi. The Influence of Information System Success and Technology Acceptance Model on Social Media Factors in Education. Sustainability. 2021; 13 (14):7770.

Chicago/Turabian Style

Ali Al-Rahmi; Alina Shamsuddin; Uthman Alturki; Ahmed Aldraiweesh; Farahwahida Yusof; Waleed Al-Rahmi; Abdulmajeed Aljeraiwi. 2021. "The Influence of Information System Success and Technology Acceptance Model on Social Media Factors in Education." Sustainability 13, no. 14: 7770.

Journal article
Published: 01 March 2019 in International Journal of research in Educational Sciences
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الملخص: تم إجراء خلاصة تحليلية لتأثيرات ألعاب الفيديو التفاعلية (IVGs) على البنية السلوكية والمعرفية لدى طلاب التعليم العام فيما يتعلق بكيفية المعرفة، والمعرفة المباشرة، والمهارات التنظيمية لديهم، وذلك باستخدام المنهج الكيفي) النوعي (المستند على أساس نظري لتحديد موضوعات الاستكشاف في أطر منتظمة. وأظهرت نتائج الدراسة أن عددا كبيرا من المقالات تؤيد الموقف الذي يرى أن ألعاب الفيديو التعليمية (IVGs) تساعد الطلاب على تحسين أسس المعرفة الإجرائية، والمشروطة، والصريحة المباشرة، مع وجود عدد بسيط من البحوث التي تشير إلى غير ذلك. كما أدت مراجعة منهجية للأدبيات، وتحليل موضوعي للمحتوى، وتنظيم الموضوعات إلى استنتاج مفاده أن ألعاب الفيديو التفاعلية (IVGs) لها عدة آثار إيجابية وبعض الآثار السلبية. وتشمل الآثار الإيجابية: اكتساب مهارات التطوير المستمر لمهارات افتراضية، والتنظيم الذاتي، وأداء أفضل للمهام) اعتمادا على المعرفة التقريرية والإجرائية)، وارتفاع مستويات التركيز، وتحسين الاستدلال والقدرة على اتخاذ القرار، وزيادة الاستعداد الجسدي والقدرة التنافسية، بالإضافة إلى تغيرات إيجابية في الاتجاه والسلوك....

ACS Style

Gamal El-Dahshan; Professor Of “Foundation Of Education"; Uthman Turki Alturki. Scientific Conferences: What is for it and what is on it? International Journal of research in Educational Sciences 2019, 2, 57 -84.

AMA Style

Gamal El-Dahshan, Professor Of “Foundation Of Education", Uthman Turki Alturki. Scientific Conferences: What is for it and what is on it? International Journal of research in Educational Sciences. 2019; 2 (2):57-84.

Chicago/Turabian Style

Gamal El-Dahshan; Professor Of “Foundation Of Education"; Uthman Turki Alturki. 2019. "Scientific Conferences: What is for it and what is on it?" International Journal of research in Educational Sciences 2, no. 2: 57-84.

Development article
Published: 02 November 2018 in Educational Technology Research and Development
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Learning Management Systems are used in millions of higher education courses, across various countries and disciplines. Teachers build courses reflecting their individual teaching methods, which may not always fit students’ different learning styles. However, limited information is known about how well these courses support the learners. The study aims to explore the use of Felder and Silverman learning style for online course design. The study has used linear transfer function system models to develop fundamentals of feedback by a course analyzer tool. This interactive tool allows teachers to determine a course’s support level for specific learning styles, based on the Felder and Silverman learning style model. The Felder and Silverman learning style model in this study is used to visualize the fit between course and learning style to help teachers improve their course’s support for diverse learning styles. The results of a pilot study successfully validated the course analyzer tool, as it has potential to improve the design of the course in future and allow more insight into overall student performance. The findings suggest that a course designed with certain learning styles in mind can improve learning of the students with those specific learning styles.

ACS Style

Moushir M. El-Bishouty; Ahmed Aldraiweesh; Uthman Alturki; Richard Tortorella; Junfeng Yang; Ting-Wen Chang; Sabine Graf; Kinshuk. Use of Felder and Silverman learning style model for online course design. Educational Technology Research and Development 2018, 67, 161 -177.

AMA Style

Moushir M. El-Bishouty, Ahmed Aldraiweesh, Uthman Alturki, Richard Tortorella, Junfeng Yang, Ting-Wen Chang, Sabine Graf, Kinshuk. Use of Felder and Silverman learning style model for online course design. Educational Technology Research and Development. 2018; 67 (1):161-177.

Chicago/Turabian Style

Moushir M. El-Bishouty; Ahmed Aldraiweesh; Uthman Alturki; Richard Tortorella; Junfeng Yang; Ting-Wen Chang; Sabine Graf; Kinshuk. 2018. "Use of Felder and Silverman learning style model for online course design." Educational Technology Research and Development 67, no. 1: 161-177.

Article
Published: 20 October 2018 in Technology, Pedagogy and Education
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Teacher support for students in ubiquitous learning environments is challenging owing to physical distance and a lack of reliable real-time multimedia-rich communication. This is further complicated because the learning process is dynamic and problems need quick resolution. Given these challenges, this study proposes an architecture for a teacher facilitation support system. The system was implemented in the form of an interactive teacher dashboard. The interface also generates possible solutions to learning challenges while leaving the ultimate decision up to the teacher. The system feasibility was tested by work-through scenarios designed and validated by two experts. The system usability was evaluated using the System Usability Scale by 40 potential users. The findings revealed that the dashboard has good feasibility and usability for providing teachers relevant information about their students’ learning progress in ubiquitous learning environments. It also enabled opportunity for pedagogical intervention when needed.

ACS Style

Alex Mottus; Kinshuk; Nian-Shing Chen; Sabine Graf; Uthman Alturki; Ahmed Aldraiweesh. Teacher facilitation support in ubiquitous learning environments. Technology, Pedagogy and Education 2018, 27, 549 -570.

AMA Style

Alex Mottus, Kinshuk, Nian-Shing Chen, Sabine Graf, Uthman Alturki, Ahmed Aldraiweesh. Teacher facilitation support in ubiquitous learning environments. Technology, Pedagogy and Education. 2018; 27 (5):549-570.

Chicago/Turabian Style

Alex Mottus; Kinshuk; Nian-Shing Chen; Sabine Graf; Uthman Alturki; Ahmed Aldraiweesh. 2018. "Teacher facilitation support in ubiquitous learning environments." Technology, Pedagogy and Education 27, no. 5: 549-570.

Review
Published: 04 April 2017 in The International Review of Research in Open and Distributed Learning
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This paper presents a review of distance education literature published in the International Review of Research in Open and Distance/Distributed Learning (IRRODL) to describe the status thereof and to identify gaps and priority areas in distance education research based on a validated classification of research areas. All articles (N = 580) published between 2000 and 2015 were reviewed for this study. An analysis of abstracts using the text-mining tool Leximancer over three 5-year periods reveals the following broad themes over the three periods: the establishment of online learning and distance education institutions (2000–2005), widening access to education and online learning support (2006–2010), and the emergence of Massive Open Online Courses (MOOCs) and Open Educational Resources (OER) (2011–2015). The analysis auf publication and authorship patterns revealed that IRRODL is a very international journal with a high impact in terms of citations.

ACS Style

Olaf Zawacki-Richter; Uthman Alturki; Ahmed Aldraiweesh. Review and Content Analysis of the International Review of Research in Open and Distance/Distributed Learning (2000–2015). The International Review of Research in Open and Distributed Learning 2017, 18, 1 .

AMA Style

Olaf Zawacki-Richter, Uthman Alturki, Ahmed Aldraiweesh. Review and Content Analysis of the International Review of Research in Open and Distance/Distributed Learning (2000–2015). The International Review of Research in Open and Distributed Learning. 2017; 18 (2):1.

Chicago/Turabian Style

Olaf Zawacki-Richter; Uthman Alturki; Ahmed Aldraiweesh. 2017. "Review and Content Analysis of the International Review of Research in Open and Distance/Distributed Learning (2000–2015)." The International Review of Research in Open and Distributed Learning 18, no. 2: 1.

Article
Published: 01 December 2015 in European Journal of Open, Distance and E-Learning
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In many countries, open and distance education is perceived as a way to meet the growing need for higher education. This paper explores the development of online and distance education in three countries that are still a white spot on the landscape of international distance education research although they have implemented elaborated distance education systems: Turkey, Russia and Saudi-Arabia. In order to understand the current state of distance education systems in the three countries, their respective systems are described from a historical perspective, compared in regard to their organization, important institutions for open and distance education and current developments. This comparative analysis directs the focus on little investigated education systems and contributes to an enhanced understanding of their past, present, and future.

ACS Style

Olaf Zawacki-Richter; Yasar Kondakci; Svenja Bedenlier; Uthman Alturki; Ahmed Aldraiweesh; Diana Püplichhuysen. The Development of Distance Education Systems in Turkey, the Russian Federation and Saudi Arabia. European Journal of Open, Distance and E-Learning 2015, 18, 112 -128.

AMA Style

Olaf Zawacki-Richter, Yasar Kondakci, Svenja Bedenlier, Uthman Alturki, Ahmed Aldraiweesh, Diana Püplichhuysen. The Development of Distance Education Systems in Turkey, the Russian Federation and Saudi Arabia. European Journal of Open, Distance and E-Learning. 2015; 18 (2):112-128.

Chicago/Turabian Style

Olaf Zawacki-Richter; Yasar Kondakci; Svenja Bedenlier; Uthman Alturki; Ahmed Aldraiweesh; Diana Püplichhuysen. 2015. "The Development of Distance Education Systems in Turkey, the Russian Federation and Saudi Arabia." European Journal of Open, Distance and E-Learning 18, no. 2: 112-128.

Journal article
Published: 15 April 2015 in The International Review of Research in Open and Distributed Learning
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A total of 2,338 students at German universities participated in a survey, which investigated media usage patterns of so-called traditional and non-traditional students (Schuetze & Wolter, 2003). The students provided information on the digital devices that they own or have access to, and on their usage of media and e-learning tools and services for their learning. A distinction was made between external, formal and internal, informal tools and services. Based on the students’ responses, a typology of media usage patterns was established by means of a latent class analysis (LCA). Four types or profiles of media usage patterns were identified. These types were labeled entertainment users, peripheral users, advanced users and instrumental users. Among non-traditional students, the proportion of instrumental users was rather high. Based on the usage patterns of traditional and non-traditional students, implications for media selection in the instructional design process are outlined in the paper.

ACS Style

Olaf Zawacki-Richter; Wolfgang Müskens; Ulrike Krause; Uthman Alturki; Ahmed Aldraiweesh. Student media usage patterns and non-traditional learning in higher education. The International Review of Research in Open and Distributed Learning 2015, 16, 1 .

AMA Style

Olaf Zawacki-Richter, Wolfgang Müskens, Ulrike Krause, Uthman Alturki, Ahmed Aldraiweesh. Student media usage patterns and non-traditional learning in higher education. The International Review of Research in Open and Distributed Learning. 2015; 16 (2):1.

Chicago/Turabian Style

Olaf Zawacki-Richter; Wolfgang Müskens; Ulrike Krause; Uthman Alturki; Ahmed Aldraiweesh. 2015. "Student media usage patterns and non-traditional learning in higher education." The International Review of Research in Open and Distributed Learning 16, no. 2: 1.