This research investigates the position of creativity within graphic design education in general, and within the Omani educational context specifically. It situates itself among three realms: education, design, and creativity, investigating the relationships, effectiveness, and interrogations among these three topics. Creativity is defined within this research and in relation to graphic design education as problem solving , which is explained also as a cultural activity, or a cultural production. Graphic designers can involve themselves effectively in solving communication, social, and cultural problems that are classified as wicked problems , which usually require creative solutions. It is argued that Omani graphic designers should be creative problem solvers and able to find effective solutions for these problems. Yet this is not the case in Oman, at least from an educational point of view. The research problem is that the Omani design education system lacks a framework that recognises creativity as an important concept in education. Such a lack creates a twofold problem: 1) underestimating the importance of creativity in Omani design education; and 2) a shortage of pedagogical structured programmes that can enhance students creativity. It is argued that this problem is a result of the neglected situation of creativity in Arabic traditional education in general. Traditional education usually does not support creative thinking in design students, which consequently minimises their roles in social and cultural change. Based on the above, this research aims to develop a pedagogical model that can enhance and promote creative potential within Omani graphic design students. This aim can be achieved through re-establishing the position of creativity within Omani design education and valuing creativity as integrated part of graphic design. It proposes that the pedagogical model can offer a systematic approach for lecturers, to guide them into the best practice to enhance the creative potential of their students. Therefore, this research, and the proposed model, is the first step towards improving the position of creativity in Omani design educational systems in general. The model would propose to help Omani graphic design students to develop their creative problem solving abilities, which can allow them to effectively find solutions for several social and cultural wicked problems faced in Oman, such as the increased rate of car accidents nationally). The model will contain some creative-thinking techniques, and some pedagogical strategies that are already used internationally in education to improve creativity. The relevant literature has been reviewed to study the techniques and strategies used internationally to improve the creative potential of graphic design students. A qualitative interpretative methodology was used to answer the research questions and fulfil the aims. A survey approach was used for this research, implementing two methods: questionnaires and interviews. The online questionnaire was conducted with 33 international participants. It investigated how creativity is defined within graphic design contexts; whether creativity can be taught or enhanced; if yes, How, and by which techniques and strategies? Which curriculum contents are most suitable and effective? And how to assess creativity within graphic design education?. The same set of questions was asked in face-to-face interviews conducted with 39 design lecturers. The participants in these interviews were local lecturers who teach graphic design courses at six Omani institutions. All of the collected data were analysed by a thematic analysis method, by coding and categorising them according to different themes that had been extracted earlier from the literature. The contribution of this research is in defining the concept of creativity through scientific research; more specifically by practical research conducting an international survey and local interviews. Through this approach, this research has collected ideas, insights and trends about creativity in graphic design and how it can be developed. Also, this research has advanced knowledge of the relationships among graphic design, creativity, and education, specifically in the Arabic region. It is an attempt to emphasise this new field. Moreover, this research has given a snapshot of differing views regarding creativity in design education as perceived by international lecturers versus Omani lecturers, through conducting a cross-cultural study by asking these two groups the same questions, which was an interesting comparison. Finally, the collected data were utilised to develop the proposed pedagogical model designed for graphic design lecturers who teach design courses within Omani design education. The pedagogical model is the main contribution of this research. It would be suggested to the Omani Ministry of Higher Education that the model should be part of the Omani undergraduate graphic design curriculum.

This study was conducted at the University of South Africa in the Department of Information Science and looked at the students’ perception about e-learning. The study context was Open Distance Learning (ODL) which allows multi-dimensional e-learning aimed at bridging the time, geographical, economic, social, educational and communication distance between student and institution, student and academics, student and courseware and student and peers. It has emerged in the literature that student’ perceptions and understanding of e-learning are susceptible to challenges related to infrastructure, geographic location, skills set, support services, pedagogical matters and other related matters. These challenges are likely to affect the students’ perceptions of e-learning which is likely to have a negative impact on effective learning as well as success and completion rates. The main aim of the study was to examine the perceptions of Information Science students towards e-learning. This study opted for multi-methods. The quantitative approach which involves the use of controlled questionnaires was employed. The questionnaire was designed in the web survey for the purpose of reaching scattered respondents and the opportunity to obtain large numbers of respondents to contribute. Also the qualitative method was considered as appropriate for this study because it helped to conceptualise the research and enabled the researcher to gather information from lecturers on influencing students and the strategies used to promote e-learning. The overall population of this study was 125 students and 17 lecturers. The study revealed that not all students knew what e-learning was, and the major challenge was the internet access as students complained about the shortage of internet bundles. Many students at UNISA considered e-learning as a flexible for teaching and studying method because it is not bound to a particular time and place, also they commended that the usability of myUnisa has created more accessibility in learning environment for tuition. If the current students are not assisted with the lowest prices for internet access, students might not continue interacting with lecturers in the e-learning platforms. Also, first year students at UNISA should be trained for the e-learning environment and be given an overview of the UNISA e-learning platform. / Information Science / M. Inf.

This study was conducted at the University of South Africa in the Department of Information Science and looked at the students’ perception about e-learning. The study context was Open Distance Learning (ODL) which allows multi-dimensional e-learning aimed at bridging the time, geographical, economic, social, educational and communication distance between student and institution, student and academics, student and courseware and student and peers. It has emerged in the literature that student’ perceptions and understanding of e-learning are susceptible to challenges related to infrastructure, geographic location, skills set, support services, pedagogical matters and other related matters. These challenges are likely to affect the students’ perceptions of e-learning which is likely to have a negative impact on effective learning as well as success and completion rates. The main aim of the study was to examine the perceptions of Information Science students towards e-learning. This study opted for multi-methods. The quantitative approach which involves the use of controlled questionnaires was employed. The questionnaire was designed in the web survey for the purpose of reaching scattered respondents and the opportunity to obtain large numbers of respondents to contribute. Also the qualitative method was considered as appropriate for this study because it helped to conceptualise the research and enabled the researcher to gather information from lecturers on influencing students and the strategies used to promote e-learning. The overall population of this study was 125 students and 17 lecturers. The study revealed that not all students knew what e-learning was, and the major challenge was the internet access as students complained about the shortage of internet bundles. Many students at UNISA considered e-learning as a flexible for teaching and studying method because it is not bound to a particular time and place, also they commended that the usability of myUnisa has created more accessibility in learning environment for tuition. If the current students are not assisted with the lowest prices for internet access, students might not continue interacting with lecturers in the e-learning platforms. Also, first year students at UNISA should be trained for the e-learning environment and be given an overview of the UNISA e-learning platform. / Information Science / M. Inf.