The concept of education and effective learning in Secondary schools in Saudi Arabia has faced several revolutions. High Schools in this area have depended on traditional modes of learning and teaching which has resulted in very little impact on the student’s learning. These traditional strategies are centered towards classroom learning where a large number of students are forced to listen from one instructor or teacher. In this case, it may be hard for a single teacher to give one-on-one concentration to each student. In such situations, what would happen to students who have different learning styles? The slow learners will benefit very little as compared to fast learners.
For the chalk and talk method, it will be impossible for the teacher to accommodate all the teaching methods for such a group of students. The other means is the demonstration method where the teacher demonstrates the concepts as he or she explains the topics. This requires the presence of the teacher and student so that the student can see the illustrations physically and participate by asking questions. The discussion method is whereby students are grouped for discussions on various topics. They air their own opinions and contribute to the discussion without undermining one’s opinion. Another method is where a teacher asks the students to participate in reading a given topic and then answer questions in turn in response to the text. In cases where the resources are few, the majority of the students will suffer and lose interest.
The research has chosen the implementation of the internet in High Schools due to the recurrent limitations witnessed in the classroom scenarios. Learning through the internet will reduce the loss of concentration by the students as they are forced to listen from one instructor in traditional scenarios. This will enhance rapid learning and effectiveness in class.
Saudi Arabia’s educational sector has been linked to the Internet for several years, but public access was not widely available until January 1999. Internet connectivity was launched in many Universities and some government agencies in February 1999 and made available to the public through commercial ISPs. The first institution to connect to the Internet in 1993 was through the College of Computer Sciences and Engineering.
In May 1994, a domain manager was registered to coordinate Internet services for different institutions. In April 1997, the Council of Ministers approved these recommendations, and the Ministry was directed to coordinate and establish local Internet services. In February 1999, the Internet was provided for local ISPs to serve the public and schools. Since then, schools and educational centers have enjoyed the use of the internet. In Saudi Arabia, there is the National Center that is responsible for e-learning and distance learning. The goal of the national center is to ensure quality standards, promote education through technology as they enhance internet access. Also, the National Center supports the institutions to use technology for e-learning. The National Center also solves complex e-learning problems. The government has also tried to control and censor some of the information available to the students’ schools. The administration and the teachers should also take their initiative and ensure that the students in High Schools use the internet for the right purposes. A few schools have fully adopted the internet while the others use internet services sparingly. The implementation of the internet in High schools will be a sure way of enhancing effectiveness in High schools. The government’s move to enhance technology in the whole country leads to increased access to the internet.
Greg W. (2007) stated in his theory on internet-based training and learning that there are many examples of the use of the Internet in education. Various examples are given here which originate from the efforts of teachers and instructors. These efforts show the use of the internet to supplement the teaching of different subjects. The idea examines the use of the internet as an alternative to classroom learning and teaching. This puts off one on one teaching that has been experienced in the traditional learning environments in most of the High Schools in Saudi Arabia.
This model is subject-independent and general in its view. This means that it applies to the support of partial subjects or disciplines, whole subjects, and whole courses taught through the Internet to students at different academic stages and levels. The role of education and the effectiveness of education in the lives of the students in Secondary schools are tied to their access to the vast information available on the internet. He points out that the administrator role is examined as Internet-based training in schools. He argues that the administrative role provides learners and teachers to not only interact with information and data available on the internet but also the data sources available for access to the students and the teachers through different online sources.
Finally, he explains that very good reasons are given for introducing the internet and other technologies in schools that enhance access and proper use of the materials to the students. These materials if found helpful will be of great help to the students since, in such scenarios, they will hardly need an instructor. The students will use the internet to access very current information. This will increase their level of research and learning in many subjects. They will be able to communicate to their teachers, fully participate in online forums and effectively use the messaging boards that are available over the internet. Internet will boost communication speed between the teacher and the students.
Greg, W. (2007). A Theoretical Framework for Internet-Based Training at Sydney Institute of Technology (Australia). Web.