Evaluating Higher Education Educators' Computer Technology Competencies in Libya

Autor/inn/en	Hbaci, Ilham; Ku, Heng-Yu; Abdunabi, Ramadan
Titel	Evaluating Higher Education Educators' Computer Technology Competencies in Libya
Quelle	In: Journal of Computing in Higher Education, 33 (2021) 1, S.188-205 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ku, Heng-Yu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-020-09261-z
Schlagwörter	Foreign Countries; Educational Technology; Technology Uses in Education; Technology Integration; Higher Education; College Faculty; Teacher Attitudes; Technological Literacy; Internet; Teacher Competencies; Educational Needs; Teacher Improvement; Self Efficacy; Intellectual Disciplines; Libya + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lehrerverhalten; Technisches Wissen; Lehrkunst; Educational need; Bildungsbedarf; Self-efficacy; Selbstwirksamkeit; Geisteswissenschaften; Libyen
Abstract	The purpose of this study was to evaluate issues related to the integration of technology into Libyan higher education from Libyan educators' perspectives. A total of 161 Libyan educators who worked at the two main universities in Eastern Libya participated in the study. The study focused on four critical computer technology skill areas: (1) basic computer operation, (2) advanced computer operation, (3) use of the Internet, and (4) use of peripheral technologies. The three research objectives of the study were to (1) evaluate educators' skill levels in four areas of computer competency, (2) investigate educators' learning needs based on their specialty, and (3) explore educators' teaching needs regarding types of support that allow them to improve classroom teaching. The results showed levels of perceived competency in each skill area differed significantly from perceived competence in each of the other areas. In addition, the results showed a statistically significant difference between educators who are from technical disciplines and non-technical disciplines in overall competence in using computer technologies. Furthermore, it showed that educators in technical disciplines expressed more competence in the basic and advanced computer operations. This comparison indicated a need to tailor training and implementation efforts to the needs of educators in various disciplines rather than using a standardized approach. The supplemental data using an open-ended question presented that type of support Libyan educators need to improve their teaching using computer technology. Finally, several recommendations were provided to the stakeholders in Libyan higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01