Potentials and Barriers for Implementation of Learning Technologies to Support Problem-Based Learning Inspired Methods in Higher Education in Jordan.

This paper presents results from a case study of ICT integration in higher education at universities in Jordan and Palestine. The study was conducted as part of the Erasmus+ project, Modernization of Teaching Methodologies in Higher Education: EU Experience for Jordan And Palestinian Territory (METHODS). The main purpose of the project is to modernize teaching forms at universities in Jordan and Palestine to raise the competencies of individual learners to become active members of the knowledge society by enhancing the learning process of students acquiring 21st century competencies to become autonomous and active learners. Traditional instructive methods are still widely applied in higher education in many Arab countries. The approach has been criticised for being teacher-centred rather than student-centred, and faces problems with the integration of learning technologies in educational programs. Teaching methods need to be improved at universities in Jordan and Palestine, so some universities have been experimenting with problem-based learning (PBL) methods in their courses for creating student-centred, ICT-supported higher education. This paper presents results from a background study conducted to understand possibilities of and barriers to developing and implementing new types of teaching forms with elements of problem-based learning. The current interview studies were conducted with a class of 30 engineering students and one faculty member at a university in Jordan. The interviews specifically focused on understanding how participants perceived the existing educational practice and system, what problems they identified in their classrooms, and what teaching methods they hoped to see developed further in their classrooms. The results show that participants experience problems with group work, teaching that has little focus on applying theory to practice, open problem solving, and implementation of technology in courses. The results indicate that it is central to both look at pedagogical approaches such as application of theory on practice and support of group work as well facilities for group work and ICT infra structure, when establishing new ICT efforts at Middle Eastern universities. [ABSTRACT FROM AUTHOR]