This study aims at finding out the main barriers preventing students in Jordan from using online learning from their perspective. To achieve this objective, a questionnaire was developed and the validity and reliability of the questionnaire were checked. A simple random sampling was used forming a sample of 400 students. The results indicate that the online learning infrastructure is an immense barrier that obstructs the utilization of online learning in Jerash University. Also, there are statistically significant differences in the barriers that faced students while they are using online learning based on gender and studying year variables in favor of female and students of first year respectively. Moreover, the results of the study revealed that there is an interaction between gender and teaching year variables. Finally, in light of the results, the study recommended that additional efforts from decision makers and teachers should be taken into consideration for the sake of online learning process improvement.

This study examined the male and female students' perceptions of flipped learning system, taking four private universities in the Northern Province in Jordan as the sample of study. Flipped classroom, as an innovative strategy used in higher education, suits the demands of students at a university level, developing their critical thinking and problem solving skills. The current study showed that the students' perceptions of flipped classroom in the Jordanian private universities were high. This study recommended the necessity of using flipped learning technique at universities in Jordan due to its efficiency in developing students' understanding of the curriculum and in motivating them to be become active rather than passive participants in the classroom.

This study aims to identify the impact of digital storytelling (DST) on academic achievement of sixth grade students in English language and their motivation towards it in Jordan.DST plays an important role in the maintenance and progress of English language.The research uses a quasi-experimental method. The sample of the study consists of (50) male students were purposefully chosen from public schools at Jerash governorate. They were distributed into two groups: Experimental group which has (25) students learning English language through DST, and control group which has (25) students. They are taught the same content in traditional way. The findings of the study showed that there are statistically significant differences in students' academic achievement and students' motivation towards learning English language due to teaching method in favor of experimental group which DST strategy is the main method used in English language. Statistically significant differences were also found in students' motivation towards learning English language due to teaching method in favor of experimental group. In the light of the results, some recommendations were set like integrating DST in the teaching and learning English language.

Abstract-This work investigates university students' acceptance and readiness for adopting collaborative and context-aware mobile learning services. An acceptance evaluation study was conducted to identify challenges affecting successful implementation and adoption of collaborative mlearning system. The acceptance study has focused on learning contextual factors and learners requirements available at developing countries, where Jordan was considered as the case of this research. Results have confirmed that learning style, mobile device capability and perceived ease of use are having the most positive contribution towards learners' behavior to use collaborative m-learning services. In light of the achieved results, this work provides a new user acceptance model focused toward the adoption of collaborative m-learning services. Finally, this research draws fundamental recommendations allowing for learning context adaptation and successful collaborative m-learning services implementation.

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