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The aim of the study was to investigate the impact of using Mobile Social Network Applications (MSNAs) on students' social life (social relations, family relations and social awareness). The study was designed as a survey study using a five-point Likert-type scale to collect data from the students. A sample of 211 students' response was analyzed. The results indicated that: the overall impact of MSNAs was found to be at moderate degree (M = 3.23). Also, social relation, family relation and awareness of current issues were found to be of the same degree (Means = 3.41, 3.23, 3.61) respectively. Compression of the means of the three dimensions with the theoretical means revealed significant differences in favour of each dimension. T-tests compressions for the gender and for education level revealed no significant differences in both variables whereas significant differences were found for the time spend variable. ANOVA for purposes of using (MSNAs) showed significant difference in favour of educational purposes, while ANOVA for type of applications used revealed no significant differences. The study concluded that the use of (MSNAs) at a moderate degree on students' social life and recommended the use of a large sample and scale of more variables of social life.

IntroductionMendelian susceptibility to mycobacterial disease (MSMD) is a rare inherited condition characterized by selective susceptibility to weakly virulent mycobacteria, such as substrains of the bacille Calmette–Guérin (BCG) vaccine and different environmental mycobacteria.Case presentationA 7-year-old Sudanese boy was referred to the immunology clinic with a suspected diagnosis of MSMD. This followed multiple presentations with disseminated tuberculosis and typhoid fever. Genetic testing surprisingly revealed pathogenic homozygous variants in IL12RB1 Exon 9, c.913A>T (p. Lys305*) in both the patient and his father, with a completely healthy asymptomatic carrier mother who is not blood related to the patient’s father.ConclusionIt is challenging to diagnose MSMD, especially in developing countries where health systems are poor and have limited resources. Family history and genetic tests may help in early MSMD treatment and avoiding disease complications.

The study investigates the effect of Activity based Blended Learning strategy and Conventional Blended Learning strategy on students' achievement and motivation. Two groups namely, experimental and control group from Sultan Qaboos University were selected randomly for the study. To assess students' achievement in the different groups, pre- and post. achievement tests were used. Three ways 2x2x3 ANCOVA and 2x2x3 ANOVA were used to test for significance. The results of the study (N = 52) show that there was a statistically significant difference between the two methods in terms of students' achievement and motivation favoring the activity based blended learning method (n =26). No significant difference was found due to gender or GPA for both achievement and motivation. In addition the results show no interaction effects for the independent variables. The study concluded with some recommendations.

Blended Learning (BL) strategies play an important role in collaboration, communication skills, motivation, attitudes, interaction with the subject and practical skills. However, their relationship with students' learning and self efficacy were not studied enough and this was the focus of this study. Therefore, the aim of the study was to investigate the effectiveness of blended learning strategy on enhancing students' learning and raising their self efficacy. A sample of 28 students participated in the study. They were divided randomly into two groups. One group studied through blended learning (BL) strategy and the other through regular conventional methods. Both groups were asked to respond to a self efficacy scale and take achievement test. The results indicated that students in the blended learning strategy group outscored in grades significantly their counter partners in conventional method. However there were no significant differences among the two groups in the self-efficacy measures. Within the scope of this study, the results implied that BL in teacher education might be applied in order to provide better learning environment.

There are many essential factors affecting the integration of information and communication technology (ICT) into teaching and faculty learning, including faculty members' beliefs regarding ICT integration. The present study examines the beliefs of (N= 220) faculty members from eight different colleges at Sultan Qaboos University (SQU) in Oman. A quantitative-qualitative design was used in this study, including an open-ended questionnaire asking teachers about their beliefs about integrating ICT into teaching and the barriers impeding ICT use in education. The findings show that the faculty members at SQU held positive beliefs regarding using ICT elements as tools for teaching and learning. However, this does not necessarily mean that they currently integrate ICT into their teaching processes. The results also showed that the faculty members perceived a moderate degree of barriers that were preventing them from integrating ICT in the classroom. No significant differences were found among the variables of gender and the year of experience. The ANOVA test indicated that there were no significant differences among the four academic ranks: lecturer, assistant professor, associate professor and professor on their beliefs on barriers to ICT integration. This result could be hypothetically attributed to the fact that SQU provides learning resources for all faculty members, including software, hardware, internet connectivity, training and administrative, and technical support.

The aim of this study was to identify learners' perceptions of the quality of interaction in Moodle and investigate the effects of gender, grade point average (GPA), individualized learning experiences and their experiences in using Moodle factors in perceiving the quality of interaction. A questionnaire was used to collect data after being validated. It was distributed to 57 undergraduate students. Results show that students perceived the quality of interaction positively and that there were no significant differences in the means for the four variables dealt with in this study which means that the wide diffusion of computers into educational fields and into the society at large in the last few years enabled students to develop more positive perceptions of information technology applications independent from their basic individual differences such as gender, GPA, computer experience, and individualized learning experience. In terms of ranking of interaction types learners show that their interaction with themselves comes in first, then with the instructors and finally with content. The study recommends that higher education institutions should continue using Moodle and encourage faculty members to adopt it in their teaching because of its distinctive features. (Contains 4 tables.)

This study examined the context beliefs of Sultan Qaboos University Faculty Members (SQUFMs). Beliefs about teaching with technology instrument developed by Lumpe and Chambre was used with modifications. It was found that SQUFMs held positive beliefs with varying degrees. Enabling factors have higher degrees than likelihood factors. In addition it showed a significant difference between SQUFMs beliefs about teaching with technology according to their experiences. SQUFMs at science camp held higher context beliefs than those who on the art camp and there was a significant difference in context beliefs of SQUFMs about teaching with technology according to their academic ranks. The researcher recommends that more studies be conducted in the area of environmental and personal factors affecting teaching with technology.

In this paper the concepts of technology, instructional technology, and information technology are presented. The integration of instructional technology, and information technology is established and its implications for electronic learning systems design are discussed. One can say that: information and instructional designers can design instruction and learning successfully if they choose the right resources, tools and processes accompanied with well designed softwares. This will be achieved only by collaboration among instructional technologists and information technologists. Thus electronic learning systems of high quality could be designed for the benefit of the learner.

In this paper, a bi-directional UWB MIMO antenna is presented and investigated for superior UWB MIMO performance. The MIMO antenna elements are proved to have a typical impedance matching and directional radiation pattern over the bandwidth 3.9–10.6 GHz. The MIMO antennas have a very low mutual coupling by using efficient DGS. The MIMO antennas are evaluated for perfect MIMO performance. Results confirm that the envelope correlation coefficient (ECC) is almost lower than 0.01 over the UWB bandwidth which guarantees independent transmission/reception through MIMO system sub-channels. Moreover, spatial diversity and spatial multiplexing are proved through better than 9.8 dB diversity gain and 90% multiplexing efficiency. All simulated results are confirmed by measurements. [ABSTRACT FROM AUTHOR]

In this paper the concepts of technology, instructional technology, and information technology are presented. The integration of instructional technology, and information technology is established and its implications for electronic learning systems design are discussed. One can say that: information and instructional designers can design instruction and learning successfully if they choose the right resources, tools and processes accompanied with well designed softwares. This will be achieved only by collaboration among instructional technologists and information technologists. Thus electronic learning systems of high quality could be designed for the benefit of the learner., INTRODUCTION By examining today's technologies in different aspects of education, one can observe a growing interest in introducing new disciplines of study. Among these new disciplines: food technology, biotechnology, engineering [...]

This paper addresses the instructional uses of the Internet, and investigates the extent to which the Omani Sultan Qaboos University faculty members use Internet for instructional purposes in relation to gender, college affiliation, teaching experience, and academic rank. The main instrument was a questionnaire developed by the researchers by generating a list of possible uses of Internet in instruction derived from the literature. Statistical treatments were used in data analysis: means, standard deviations, t-test, and ANOVA. The population of this study included 670 faculty members representing all colleges department at SQU who have been with the university. It was found that there are seven most recurring uses. The most two frequent uses are in courses, and to download ready-made instructional materials. While data did not show difference in use between females and males colleagues, it shows difference in terms of college affiliation in favor of science faculty members; experience in favor of 5 to 9 years experienced faculty members; and academic rank in favor of assistant professors. This part will discuss the first two research questions and the first two independent variables of the third question., INTRODUCTION The possible influences of computer technology in education extend further than the Internet. Nevertheless, the Internet's recent quick expansion implies that its usage by lecturers and students should move [...]

The aim of the study was to investigate the impact of using Mobile Social Network Applications (MSNAs) on students' social life (social relations, family relations and social awareness). The study was designed as a survey study using a five-point Likert-type scale to collect data from the students. A sample of 211 students' response was analyzed. The results indicated that: the overall impact of MSNAs was found to be at moderate degree (M=3.23). Also, social relation, family relation and awareness of current issues were found to be of the same degree (Means= 3.41, 3.23, 3.61) respectively. Compression of the means of the three dimensions with the theoretical means revealed significant differences in favour of each dimension. T-tests compressions for the gender and for education level revealed no significant differences in both variables whereas significant differences were found for the time spend variable. ANOVA for purposes of using (MSNAs) showed significant difference in favour of educational purposes, while ANOVA for type of applications used revealed no significant differences. The study concluded that the use of (MSNAs) at a moderate degree on students' social life and recommended the use of a large sample and scale of more variables of social life. [ABSTRACT FROM AUTHOR]