Short Paper—Computer Laboratory Teaching Management System for Improving Teaching and Learning

Computer Laboratory Teaching Management System for

Improving Teaching and Learning

https://doi.org/10.3991/ijoe.v14i09.8535

Siham Gaber Farag

Middle East College, Oman
[email protected]

Abstract—Rapid advancements in technology in today’s world have been

accompanied by the need for equipping classrooms with the best educational
technology. The biggest challenge in incorporating technology into learning is
allowing students to take advantage of learning technology while ensuring that the
class is productive and well managed. The main objective of this paper is to study
the effects of using a classroom management system in computer lab ses- sions for
smooth technology integration and effective computer lab manage- ment. The
practice was evaluated through comparative analysis of the student performance,
survey results and feedback from teachers, students, and IT man- agement staff.
Generally, the responses of participants were positive, more than 90% of them
agreed that the system enhances the learning environment. The re- sults analysis
showed that there is a noticeable increase in student performance.

Keywords—E learning, Collaborative Learning, Technology, Civil Engineer- ing

1 Introduction

In today’s world, technology is rapidly pervading many fields of human endeavor.

Technology continues to have a significant impact on higher education. Nowadays
most educational institutions are equipped with computer labs to provide training
for students that qualify them for their professional life. In today’s educational
environ- ment, the need to provide classrooms with the best educational technology
available is vital [12]. However, incorporating technology into learning is never
without its chal- lenges. The biggest challenge is allowing students to take
advantage of learning tech- nology while keeping the class productive and well
managed [2]. In a poorly managed classroom, the teaching and learning process will
not be effective [10]. Previous stud- ies show that the difficulties in teaching
computer lab sessions include losing class- room control and student attention,
difficulties in monitoring of lab exams, and teach- ing visually impaired students
[2,8,13]. In contrast, well-managed classrooms provide a positive learning
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environment that improves students’ performance and increases their academic
engagement and achievement [3,7]. However, most of the college computer
laboratory management methods are outdated and cause heavy work pres- sure for
staff members.

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 Short Paper—Computer Laboratory Teaching Management System for Improving Teaching and Learning

1.1 Scope of The Problem

Managing a computer based classroom is not the same as managing a traditional
classroom. The individual attention required by students involves walking from one
student to another is demanding work and not quite effective. This normally results
in the rest of students starting to lose interest, or staying indolent till the teacher
finishes attending to other students. Also, computers bring with them unexpected
technical problems that can divert students’ attention and focus from the topic being
taught in the class. The teacher may need to share student work with other students.
As a result, the teacher will lose a lot of valuable time moving from one student to
another, and not all the students will receive the same attention from the instructor
[7]. Thus, the need to use an application that can solve these problems is important.
The application of CMS (classroom management system software) examined in this
study enables teachers to educate, monitor, and communicate with the entire class
from one central computer. CMS standardizes the lab management, and frees staff
from heavy work pressure and improves the learning environment.
The main objective of this study is to explore the significance of using a classroom
management system in a computer lab session at Middle East College, Sultanate of
Oman to ensure smooth technology integration and effective computer lab manage-
ment. This was conducted through a survey and feedback from both teachers, stu-
dents, and IT management on the effectiveness of using a classroom management
software in enhancing the learning environment and improving students’ perfor-
mance. Moreover, a comparative analysis of students’ performance during the
semes- ter was undertaken to assess the impact of implementing the CMS.

2 Literature Review

Previous studies have shown a positive relationship between engaged time, appro-
priate academic activities, and high academic achievement, and well-structured
class- rooms [3,4,7]. Kounin ,(1970, p. 63) defined effective classroom
management as “producing a high rate of work involvement and a low rate of
deviancy in academic settings” [15]. The computer lab management software was
identified in different ways, it can be software like Fortres that shuts down the
computer and only allows users access to limited software features. Recently,
computer management software have been defined as programs used by a teacher in
computer labs to keep student attention and enhance instructional delivery [3].
Monitor sharing is a distinctive fea- ture of lab management software that allows
the teacher's computer monitor or anoth- er student's monitor to be shared with
other computers in the lab [3].
Recently, universities have started using computer laboratory management systems
that can be commercial software or a system designed in-house. For example,
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Tsing- hua University in China developed their lab information management system
which realizes automatic management in computer labs. Their lab information
management system was developed by Central South University of Technology [6].
Moreover, [6] developed an archival management platform of computer laboratory
with the.NET frame to eliminate the deficiencies in the computer laboratory
management in Chong-

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 Short Paper—Computer Laboratory Teaching Management System for Improving Teaching and Learning

qing City Management College,China. A Smart Laboratory Real-Time Management

System (SLRTMS) was developed in the University of Teknologi, Malaysia. The
system increases the efficiency of learning, management and student monitoring by
using a client-server approach [11]. A survey on “thin client technology” for
comput- er labs in educational environments were presented by to set out the
advantages and disadvantages of this technology, and identified different
educational scenarios where this technology could be a better choice[9].
There are many types of commercial software that can be adapted to educational
institutions such as NetSupport School, SynchronEyes and NetOp School Software
[5]. Generally, they share some common features that include; (1) having an ability
to allow an instructor to lock a student’s computer during class time, (2) easy
supervi- sion and interaction with their students individually, in groups, or with the
entire class, (3) and sharing a particular computer screen with everyone in the lab.
Moreo- ver, they can save time by launching applications and files at the same time
on all classroom computers, taking attendance, monitoring student activities and
improve- ment, testing students, and collecting feedback from them. Acer
Classroom Manager (ACM) is another classroom management software that
developed with the different needs of teachers, students and technical staff [3].

3 Methodology

To achieve the objective of the study, an interview were conducted before imple-
menting the practice with three teachers through a semi- structured interview
format. The list of topics discussed with the teachers include: the difficulties in
teaching lab sessions, objectives of classroom management, and reasons for using
CMS. Another interview with two of IT staff were conducted regarding the
implementation of this system with the college server and how this system could
help them in managing the lab through the CMS feature. Two workshops were
conducted to explain to the teach- ers the use of the CMS in computer labs. The
Classroom Management software was installed by IT Staff in the CAD Lab and
implemented in three Lab sessions of two modules; Design and Visualization and
Project Management. The decision to use NetSupport School software in the study
was made by the IT department staff in the college. A total of 109 students who
registered in the two modules in the spring 2017 semester were involved in this
study. In these modules, students are familiarized with programs such as AutoCAD,
Revit Structure, and MS Project. The study approach implemented comprises both
qualitative, and quantitative approaches [1]. the quanti- tative method implies the
use of two questionnaire surveys one was for the student sand the teachers. Second,
comparative analysis of student performance in CW and final exam. The qualitative
method include interview and feedback from teachers, students, and IT Staff.
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Finally, to ensure accuracy of the findings, one session was observed by an aca-
demic mentor from the Teaching and Learning Committee in the college. A
conceptu- al outline of the activities was prepared and provided to students before
the class.

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 Short Paper—Computer Laboratory Teaching Management System for Improving Teaching and Learning

3.1 Comparative analysis

The comparative analysis of the students’ performance in this study used a "be-
tween-group quasi-experimental” design [14]. In the application part; the CMS was
implemented in two lab sessions out of four in the Design and Visualization module
and one lab session out of three in the Project Management module. The three Lab
sessions that were chosen to implement the CMS was considered as “experimental
group” while the others were considered as belonging to the “control group”. The
number of students in control group was 56 while the total number in the experi-
mental group was 53 students.

3.2 The Questionnaire Survey

A descriptive survey approach was adopted in this study. The survey targeted the
experimental group students and teachers. The sample for this study included a total
of 53 students and 20 teachers. The questionnaire survey for students consisted of
five different categories that included: CMS for better management; the CMS for
easier assistance from the teacher; enhanced concentration in the class;
encouragement of classroom collaboration; and promotion of an enhanced learning
environment. The questionnaire for teachers included: CMS facilitating teacher
support, enhancing focus in the classroom, encouragement of class collaboration,
enhancing learning environment, and finally ease of use. Responses to the
questionnaire are made on a five-point scale that include strongly disagree,
disagree, somewhat agree, agree, and strongly agree.

4 Result Analysis

4.1 Students Response

42 out of 53 students completed the feedback forms. Figure 1 shows the students’
response.

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 Fig. 1. The students’ response

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 Short Paper—Computer Laboratory Teaching Management System for Improving Teaching and Learning

The results showed that 92 % agreed that the CMS gives better management of
time during the class; 95 % agreed that it is easier to get help from the teacher with
CMS, 80 % agreed that CMS helps them to focus on task and pay attention, 85 %
agreed that it encourages classroom collaboration, and 88% agreed that it enhances
the learning environment

4.2 Teachers Response

20 staff members completed the feedback during the workshops. Figure 2 shows
the faculty response.

Enhance learning environment

Easy to use Encourage classroom collaboration Enhance focus in the classroom CMS
facilitating teacher support
0246810121416

Strongly agreeAgreeSomewhat agreeDisagreeStrongly disagree

Fig. 2. The teachers’ response

The results shows that; 95 % agreed that the CMS empowers teachers with the
ability to monitor student computers, 90 % agreed that it enables better time man-
agement and easy classroom management, 90 % agreed that it helps the teacher to
test student comprehension using on time survey, 95 % agreed that it helps the
teacher to keep students on task, 90 % agreed that it encourages classroom
collaboration, 95 % found that the software is easy to use, and 100% agreed that it
enhances the learning environment.

4.3 Students’ Performance

The average marks for each module were computed and analyzed to determine stu-
dents’ performance in each group. Design and visualization module is 100% course-
work and the formative assessment includes 3 projects using AutoCAD and Revit
structure. Project management module consist of two formative assessments; the
internal assessment is 50% coursework and 50% external assessment final exam.
The coursework included 25% lab reports and 25% project using MS project. The
com- parative analysis of students’ marks was considered for the internal marks
only (Lab reports and Project 50.00). Table 1 and 2 show the average marks for
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both control and experimental groups in Project Management and design and
visualization respective- ly.

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 Short Paper—Computer Laboratory Teaching Management System for Improving Teaching and Learning

Table 1. The average marks for both control and experimental groups in Project
Management

Control Group Experimental Group

Session Average Marks Session Average Marks
(50) (50)
Session-A 36.53
Session-AA 35.81 Session-B 41.41
Session-C 36.36

The experimental group obtained higher average marks (average=41.41, SD=1.82),

while students from the control group scored lower average (M=37.03, SD=10.11).

Table 2. The average marks for both control and experimental groups in Design
and Visuali-
zation module

Control Group Experimental Group

Session Average Marks Session Average Marks
(50) (50)
Session-A 74.02
Session-C 65.07 Session-B 78.27
Session-E 69.55

The experimental group obtained higher average marks (average=74.14,

SD=13.08), while students from the control group scored lower average marks
(M=65.07, SD=12.05).

4.4 Feedback Analysis

Feedback was collected through printed survey, online feedback using Padlet, and
face to face interview. Table 3 show the responses feedback.

Table 3. The responses‘ feedback.

Feedback from Teachers

Teacher “It is a powerful tool, very easy. It can be used to assess
(1) students in the lab. I recom- mended this tool to be used
for all computer lab based modules.”
Teacher “This is very effective for computer lab. Only limitation I
(2) found is that classroom equipped with computers can only
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 implemented this.”
Teacher “Better time management and the software easy to use.”
(3)
Teacher “The idea of using this system is great. It will facilitate the
(4) management of lab session and help use maximize the use
of time.”
Teacher “Very interesting tool. It saves time and allows teacher to
(5) manage large group class during the labs. I like the idea to
be able to monitor all students’ screens remotely. It pushes
students to behave more seriously.”
Feedback from Students
student (1) “we can concentrate on our screen better that the projector”
student (2) “I think it was very effective”
student (3) “it is more comfortable to get help from our peer and
communicate with him”
student (4) “Getting help from teacher become easy”

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 Short Paper—Computer Laboratory Teaching Management System for Improving Teaching and Learning

student (5) “I can concentrate on my computer and follow the teacher”

student (6) “I can see better from my screen”
Mentor Feedback
Mentor “Lab class started with the introduction of a software tool,
called ‘Net Support’ for remote desktop control. Effective
classroom management was done with this tool, Clear
communication, Delivery met the student's requirements,
considering the student atten- tion and interaction, 100% is
ideal and rare case”.
IT Staff feedback
IT Staff It is easy to install software one time and solve any
technical problem from our office without moving to the
lab and interrupt the class”.

5 Discussion

Overall the evaluation of using the CMS tool confirms that it was effective in en-
hancing the E-learning environment and improving students’ performance. More
than 90% agreed that the CMS enhances the learning environment and enables
teacher controlling, monitoring and communicate with entire class from one central
computer. The feedback from all the respondents showed appreciation of the
practice and confirmed its effectiveness. Finally, students’ grades in the
experimental group showed improvement compared to the control group. The
results analysis showed that there is a noticeable increase in student’s performance
by about 20% in the experi-
mental group.

6 Conclusion

Overall the evaluation of using the CMS tool confirms that the system has the po-
tential to improve the teaching delivery method. It enhances student engagement,
increases teacher-to-student interaction and is effective for flip teaching. It helps
the teacher to demonstrate, communicate with the students via chat sessions, and
keep the students on-task. It is perfect in saving teachers’ time and reducing work
load, allows group learning and collaboration, and promotes knowledge sharing.
Also, students can communicate with the instructor without interrupting other
students. It is recom- mended to expand computer lab management system to other
disciplinary laboratories and establish combined management on all laboratories
through IT management de- partment. Also it allow IT staff to install software and
solve any particular problem without moving to the class and interrupt the
iJOE ‒ Vol. 14, No. 9, 2018 13
educational process.

7 Acknowledgment

The author fully acknowledges Middle East College for their support and provid-
ing the resources that has made this research viable and effective.

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 Short Paper—Computer Laboratory Teaching Management System for Improving Teaching and Learning

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9 Author

Siham Gaber Farag is Senior Lecturer at the Civil Engineering Department, Mid- dle East
College, Oman.

Article submitted 06 March 2018. Final acceptance 22 April 2018. Final version published as
submitted by the author.

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