جسرٌ نحو المعرفة
Skip Navigation Links الرئيسية : التفاصيل
             
الإسم : د. هشام العميان

الرتبة العلمية: أستاذ مساعد

المسمى الوظيفي: عضو هيئة تدريسية

المكتب 6207       الرقم الفرعي 6207

بريد الكتروني: halomyan@uop.edu.jo

التخصص: تكنولوجيا التعليم

جامعة التخرج: University of South Australia

المؤهل العلمي

    المؤهل العلمي

    الجامعة

    البلد

    سنة الحصول على المؤهل

    البكالوريوس
    University of Jordan
    الاردن
    1995
    الماجستير
    Curtin University of Technology
    استراليا
    2001
    الدكتوراه
    University of South Australia
    استراليا
    2007



  • Journal Paper





      Alomyan, H, " Exploration of Instructional Strategies and Individual Differences " , "International Education Journal",Vol.4,No.4, , Adelaide, South Australia, 07/08/2004 :الملخص
      Individual differences have been identified as important factors that might have significant impact on students’ learning. This study investigated the effect of student’s cognitive styles, achievement motivation, prior knowledge, and attitudes on student’s achievement in web-based learning. A web-based course was designed for second year university students in an educational psychology class. Cognitive Style Analysis (CSA), Achievement Motivation Scale (AMS), and Attitude Scale (AS) were administered to a sample of 71 second-year university students enrolled in the educational psychology class. Findings of the study revealed that no significant differences (0.05) in achievement between field-dependent and field-independent students. Also, students with different characteristics learned equally well in webbased learning. The students enjoyed the convenience of web based learning. Competition and high expectation were the motivating forces in web based learning.. Prior knowledge and motivation seemed to be the only significant factors that explained more than 25 per cent of student achievement measured by class grade. Download




      Alomyan, H
      :الملخص
      In the past ten years the Web has attracted many educators for purposes of teaching and learning. The main advantage of the Web lies in its non-linear interaction. That is, students can have more control over their learning paths. However, this freedom of control may cause, for some students problems such as disorientation, cognitive overload and control problems. To investigate these problems researchers have shifted there focus towards finding how is web-based learning used by learners with different characteristics and styles. In this paper, we outline the findings of some research on individual differences in the context of web-based learning. We also address how webbased learning systems can be adapted to learners’ needs and styles. And then we suggest an adaptive web-based learning model, based on the analysis of findings obtained from these studies. Download




      Alomyan, H and Au, w, " An Investigation of the Effect of Cognitive Style and Different Presentation Strategies on Students’ Information Retrieval in a Web-based Learning Environment " , "Paper presented at the Educational Research Conference 2008",Vol.,No., , Adelaide, South Australia, 07/11/2008


  • Conference paper





      Alomyan, H and Au, W, " Cognitive styles, achievement motivation, prior knowledge and attitudes in web-based learning " , "Paper presented at the Second International Conference on Multimedia and ICTs in Education",Vol.,No., , BadajoZ, Spain, 07/12/2003 :الملخص
      a
  • التقويم
    <أيلول 2017>
    السبتالاحدالاثنينالثلاثاءالاربعاءالخميسالجمعة
    1
    2345678
    9101112131415
    16171819202122
    23242526272829
    30