Arab Educational Information Network

The aim of this study was to determine the level of self-learning ability among the students of the Faculty of Educational Sciences at the University of Jordan in the light of dealing with modern technological innovations and specifically it attempted to answer the following questions: what is the level of self-learning the ability students of the Faculty of Educational Sciences at the University of Jordan in the light of dealing with modern technological innovations? Does the level of self-learning the students of the Faculty of Educational Sciences at the University of Jordan ability for in the light of dealing with modern technological innovations vary or differ with regard to their level of education (graduates, under-graduates)? Does the level of the students of the Faculty of Educational Sciences at the University of Jordan ability for self-learning in the light of dealing with modern technological innovations vary or differ with regard to their gender (male, female)? The sample of the study consisted of 534 students of the Faculty of Educational Sciences for both bachelor's level and the graduate level and sample were selected according to the random stratified systematic way. In order to achieve the objectives of the study, a questionnaire was for data collection measure the level of ability of students self-learning and it was distributed to five dimensions: the susceptibility to enjoy self-learning, take responsibility for learning, the ability of self-management and work organizing, the ability of dealing with new technology innovations (devices and tools) and the role of motivation in promoting self-learning, and the awareness of the importance of the self-learning. When data was collected, the results showed that the level of the students of the Faculty of Educational Sciences at the University of Jordan ability for self-learning in the light of dealing with the modern technological innovations were high, the results also showed statistically significant differences attributable to education(graduates, under-graduates) for graduates and the results also showed no statistically significant differences attributable to gender. The researcher has recommended the need to invest the ability of the students self-learning. The researcher also recommended conducting further researches that aim to measure the level of self-learning ability among the students of different colleges in the University of Jordan and the other universities. (Author's abstract)