The Impact of Cloud Storage Centers on Metacognitive Thinking Skills among Female Students in Higher Education Institutions
Keywords:
cloud storage centers, metacognitive thinking skills
Abstract
Cloud storage centers are among the educational resources that have played an active role in distance education environments in higher education institutions. Dealing with technical innovations, including cloud storage centers, requires students to have metacognitive thinking skills. Accordingly, the current research examines the effect of using cloud storage centers on the metacognitive thinking skills of some female students at the University of Jeddah. The quasi-experimental approach was used to compare the experimental group that used a cloud storage center in teaching and learning processes and the control group that used the usual explanation method. The research sample consisted of (60) female students who were randomly distributed into the two research groups. A scale for metacognitive thinking was developed, consisting of three axes: planning, monitoring, and evaluation, with a total of 30 items. The results showed the advantage of the experimental group that used the cloud storage center in improving indicators of metacognitive thinking. The research recommended the need to expand the use of cloud storage centers as one of the effective tools in the arsenal of digital technologies. The research also recommended the need to train faculty members to use cloud storage centers in teaching and learning processes.
References
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2. إبراهيم، منى توكل (2012). فعالية مقرر تنمية مهارات التفكير في إكساب مهارات ما وراء المعرفة وتنمية القدرة على التفكير الإبداعي لدى طالبات الجامعة. مؤتمر العلمي السنوي العربي الرابع لكلية التربية النوعية جامعة المنصورة ( إدارة المعرفة وإدارة رأس المال الفكري في مؤسسات التعليم العالي في مصر والوطن العربي )، مج 2، إبريل، ص ص 651-682.
3. Abubakar, M. T. (2019). Assessment of College Students’ Preference on the Usage of Google Drive as a Learning Platform: An Empirical Evidence. American International Journal of Social Science Research, 4(2), 24-34.
4. Al-Nasheri, A. A., & Alhalafawy, W. S. (2023). Opportunities and Challenges of Using Micro-learning during the Pandemic of COVID-19 from the Perspectives of Teachers. Journal for ReAttach Therapy and Developmental Diversities, 6(9s), 1195-1208.
5. Alanzi, N. S., & Alhalafawy, W. S. (2022a). Investigation The Requirements For Implementing Digital Platforms During Emergencies From The Point Of View Of Faculty Members: Qualitative Research. Journal of Positive School Psychology (JPSP), 9(6), 4910-4920.
6. Alanzi, N. S., & Alhalafawy, W. S. (2022b). A Proposed Model for Employing Digital Platforms in Developing the Motivation for Achievement Among Students of Higher Education During Emergencies. Journal of Positive School Psychology (JPSP), 6(9), 4921-4933.
7. Alhalafawy, W. S., Najmi, A. H., Zaki, M. Z. T., & Alharthi, M. A. (2021). Design an Adaptive Mobile Scaffolding System According to Students' Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being. International Journal of Interactive Mobile Technologies, 15(13).
8. Alhalafawy, W. S., & Tawfiq, M. Z. (2014). The relationship between types of image retrieval and cognitive style in developing visual thinking skills. Life Science Journal, 11(9), 865-879.
9. Alhalafawy, W. S., & Zaki, M. Z. (2019). The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 13(08), 107-123. https://doi.org/10.3991/ijim.v13i08.10725
10. Alhalafawy, W. S., & Zaki, M. Z. (2022). How has gamification within digital platforms affected self-regulated learning skills during the COVID-19 pandemic? Mixed-methods research. International Journal of Emerging Technologies in Learning (iJET), 17(6), 123-151.
11. Alshammary, F. M., & Alhalafawy, W. S. (2022). Sustaining Enhancement of Learning Outcomes across Digital Platforms during the COVID-19 Pandemic: A Systematic Review. Journal of Positive School Psychology, 6(9), 2279-2301.
12. Alshammary, F. M., & Alhalafawy, W. S. (2023). Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis. Sustainability, 15(2), 1-21. https://doi.org/https://doi.org/10.3390/su15021305
13. Alzahrani, F. K. (2021). The effectiveness of Padlet in enhancing reading and writing skills in English language course among EFL students at secondary stage. Journal of Educational and Psychological Studies [JEPS], 15(1), 155-167.
14. Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members’ Perspectives. Sustainability, 15(5), 4613. https://doi.org/doi.org/10.3390/su15054613
15. Alzahrani, F. K. J., & Alhalafawy, W. S. (2022). Benefits And Challenges Of Using Gamification Across Distance Learning Platforms At Higher Education: A Systematic Review Of Research Studies Published During The COVID-19 Pandemic. Journal of Positive School Psychology (JPSP), 6(10), 1948-1977.
16. Alzahrani, F. K. J., Alhalafawy, W. S., & Alshammary, F. M. (2023). Teachers’ Perceptions of Madrasati Learning Management System (LMS) at Public Schools in Jeddah. Journal of Arts, Literature, Humanities and Social Sciences(97), 345-363. https://doi.org/DOI: https://doi.org/10.33193/JALHSS.97.2023.941
17. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During Covide-19 Pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. https://doi.org/10.30819/cmse.6-2.05
18. Ben Moussa, F. Z., Rasovska, I., Dubois, S., De Guio, R., & Benmoussa, R. (2017). Reviewing the use of the theory of inventive problem solving (TRIZ) in green supply chain problems. Journal of Cleaner Production, 142, 2677-2692. https://doi.org/https://doi.org/10.1016/j.jclepro.2016.11.008
19. Bora, U. J., & Ahmed, M. (2013). E-learning using cloud computing. International Journal of Science and Modern Engineering, 1(2), 9-12.
20. Caselli, G., Fernie, B., Canfora, F., Mascolo, C., Ferrari, A., Antonioni, M., Giustina, L., Donato, G., Marcotriggiani, A., Bertani, A., Altieri, A., Pellegrini, E., & Spada, M. M. (2018). The Metacognitions about Gambling Questionnaire: Development and psychometric properties. Psychiatry Research, 261, 367-374. https://doi.org/https://doi.org/10.1016/j.psychres.2018.01.018
21. Chandra, Y. U., & Hartono, S. (2018). Analysis factors of technology acceptance of cloud storage: A case of higher education students use Google Drive. 2018 International Conference on Information Technology Systems and Innovation (ICITSI),
22. Connor, C. M., Day, S. L., Zargar, E., Wood, T. S., Taylor, K. S., Jones, M. R., & Hwang, J. K. (2019). Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book. Computers & Education, 128, 284-311. https://doi.org/https://doi.org/10.1016/j.compedu.2018.09.016
23. Deng, Y., Zhang, B., Zheng, X., Liu, Y., Wang, X., & Zhou, C. (2019). The role of mindfulness and self-control in the relationship between mind-wandering and metacognition. Personality and Individual Differences, 141, 51-56. https://doi.org/https://doi.org/10.1016/j.paid.2018.12.020
24. Doelitzscher, F., Sulistio, A., Reich, C., Kuijs, H., & Wolf, D. (2011). Private cloud for collaboration and e-Learning services: from IaaS to SaaS. Computing, 91(1), 23-42.
25. Fleming, S. M., & Lau, H. C. (2014). How to measure metacognition. Frontiers in human neuroscience, 8, 443.
26. Goyal, L. C., & Jatav, P. K. (2012). Cloud computing: an overview and its impact on libraries. International Journal of Next Generation Computer Applications, 1(1), 9-15.
27. Gurbin, T. (2015). Enlivening The Machinist Perspective: Humanising The Information Processing Theory With Social And Cultural Influences. Procedia - Social and Behavioral Sciences, 197, 2331-2338. https://doi.org/https://doi.org/10.1016/j.sbspro.2015.07.263
28. He, W., Cernusca, D., & Abdous, M. h. (2011). Exploring cloud computing for distance learning. Online Journal of Distance Learning Administration, 14(3), 1.
29. Jacobs, J. E., & Paris, S. G. (1987). Children's metacognition about reading: Issues in definition, measurement, and instruction. Educational psychologist, 22(3-4), 255-278.
30. Jou, M., & Wang, J. (2013). Observations of achievement and motivation in using cloud computing driven CAD: Comparison of college students with high school and vocational high school backgrounds. Computers in Human Behavior, 29(2), 364-369.
31. Jovanovic, J., Mirriahi, N., Gašević, D., Dawson, S., & Pardo, A. (2019). Predictive power of regularity of pre-class activities in a flipped classroom. Computers & Education, 134, 156-168. https://doi.org/https://doi.org/10.1016/j.compedu.2019.02.011
32. Kop, R., & Carroll, F. (2012). Cloud computing and creativity: Learning on a massive open online course. European Journal of Open, Distance and E-learning, 15(2).
33. Kralik, J. D., Lee, J. H., Rosenbloom, P. S., Jackson, P. C., Epstein, S. L., Romero, O. J., Sanz, R., Larue, O., Schmidtke, H. R., Lee, S. W., & McGreggor, K. (2018). Metacognition for a Common Model of Cognition. Procedia Computer Science, 145, 730-739. https://doi.org/https://doi.org/10.1016/j.procs.2018.11.046
34. Li, P., Li, J., Huang, Z., Li, T., Gao, C.-Z., Yiu, S.-M., & Chen, K. (2017). Multi-key privacy-preserving deep learning in cloud computing. Future Generation Computer Systems, 74, 76-85.
35. Mansoor, M., Mariun, N., & AbdulWahab, N. I. (2017). Innovating problem solving for sustainable green roofs: Potential usage of TRIZ – Theory of inventive problem solving. Ecological Engineering, 99, 209-221. https://doi.org/https://doi.org/10.1016/j.ecoleng.2016.11.036
36. Masud, M. A. H., Yong, J., & Huang, X. (2012). Cloud computing for higher education: A roadmap. Proceedings of the 2012 IEEE 16th International Conference on Computer Supported Cooperative Work in Design (CSCWD),
37. Mazancieux, A., Souchay, C., Casez, O., & Moulin, C. J. A. (2019). Metacognition and self-awareness in Multiple Sclerosis. Cortex, 111, 238-255. https://doi.org/https://doi.org/10.1016/j.cortex.2018.11.012
38. Miller, M. (2008). Cloud computing: Web-based applications that change the way you work and collaborate online. Que publishing.
39. Mircea, M., & Andreescu, A. I. (2011). Using cloud computing in higher education: A strategy to improve agility in the current financial crisis. Communications of the IBIMA.
40. Moreno-Guerrero, A.-J., Rodríguez-Jiménez, C., Ramos-Navas-Parejo, M., Soler-Costa, R., & López-Belmonte, J. (2020). WhatsApp and google drive influence on pre-service students’ learning. Frontiers in Education,
41. Mościcki, J. T., & Mascetti, L. (2018). Cloud storage services for file synchronization and sharing in science, education and research. Future Generation Computer Systems, 78, 1052-1054. https://doi.org/https://doi.org/10.1016/j.future.2017.09.019
42. Najmi, A. H., Alhalafawy, W. S., & Zaki, M. Z. T. (2023). Developing a Sustainable Environment Based on Augmented Reality to Educate Adolescents about the Dangers of Electronic Gaming Addiction. Sustainability, 15(4), 3185. https://doi.org/https://doi.org/10.3390/su15043185
43. O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. https://doi.org/https://doi.org/10.1016/j.iheduc.2015.02.002
44. Ozturk, N. (2017). Assessing metacognition: Theory and practices. International Journal of Assessment Tools in Education, 4(2), 134-148.
45. Pocatilu, P., Alecu, F., & Vetrici, M. (2009). Using cloud computing for E-learning systems. Proceedings of the 8th WSEAS international conference on Data networks, communications, computers,
46. Prasertsith, K., Kanthawongs, P., & Limpachote, T. (2016). Students' Google Drive Intended Usage: A Case Study of Mathematics Courses in Bangkok University. International Association for Development of the Information Society.
47. Rahnev, D. (2021). Visual metacognition: Measures, models, and neural correlates. American psychologist, 76(9), 1445.
48. Rani, M., Nayak, R., & Vyas, O. (2015). An ontology-based adaptive personalized e-learning system, assisted by software agents on cloud storage. Knowledge-Based Systems, 90, 33-48.
49. Sadik, A. (2017). Students’ acceptance of file sharing systems as a tool for sharing course materials: The case of Google Drive. Education and Information Technologies, 22(5), 2455-2470.
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Published
2023-09-17
How to Cite
Marwa Zaki Tawfiq Zaki. (2023). The Impact of Cloud Storage Centers on Metacognitive Thinking Skills among Female Students in Higher Education Institutions. Journal of Arts, Literature, Humanities and Social Sciences, (95), 400-418. https://doi.org/10.33193/JALHSS.95.2023.942
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