Improving higher education in Egypt through e-learning programs: HE students and senior academics perspective

Abstract

The large number of students per class in the Egyptian Higher Education (HE) has highlighted the need for e-learning adoption; as it can serve a great number of students regardless of class capacity. Although literature is rich with studies regarding e-learning and how it is adopted, technologies cannot be adopted regardless of the stakeholders' perception, readiness and preferences. Thus, the research inquires on: 1) the effects of the perceptions of HE students and academics on the provision and use of e-learning; 2) the opportunities of improving HE in Egypt through e-learning from the same perspective. Accordingly, HE students and academics, as the two main e-learning stakeholders, were surveyed. A structured questionnaire was administered to target HE students, where data was statistically analysed. Academics were interviewed and data was transcribed and interpretively analysed. Findings enabled researchers to provide HE decision makers with clear guidelines on adopting e-learning in Egypt.

The influence of educational e-services, advising support, available information, and knowledge acquired on customer satisfaction:The Egyptian private higher education

“…They ways retail services are provided have dramatically changes; especially with the technological advances that enabled better service provision (Abd El Aziz, 2009). Retail business in general and HE in particular has evolved for a various reasons, for example, increasing costs, flooded classrooms and shrinking spending plans have emphasized the importance of attracting students (El Gamal and Abd El Aziz, 2012). Learning organisations in Egypt have realized the importance of technology in order to better serve their customers.…”

“…This is mainly due to its potential to reduce costs, attract more students (Wagner et al, 2008). In this manner, keeping in mind the main goal to improve the HE in Egypt, it is required to identify the primary variables that influence students' satisfaction(El Gamal and Abd El Aziz, 2012). education indicate that dissatisfied and satisfied students are significantly different when assessed in terms of education quality, social life, compensation, studying condition, and recognition (Huang et al, 2011).…”

IT media for the development of technical education in Iraq

“…One of its main positives is the high quality these lessons contain, both at the level of programming formulation or the level of scientific content value. The principle boundaries to high cost, where these suppliers usually control these lessons by controlling the copyright requirements and this led to the exploitation of education or training, so the organization is required to get a (license) contributions to each student to pay large amounts annually: (2) And the second method consists of lessons developed under the same instruction and preparing organization [11,12].…”

Assessing Criteria that Matter to Students' Satisfaction in Private Higher Education

“…The ways services are delivered to customers have changed, and automated applications were noticeable due to the penetration of technology and computers in many different sectors including education [1].The environment of HE is developing due to a number of criteria such as rising costs, crowded classrooms and shrinking budgets has highlighted the need for providing satisfactory educational services to HE students [2].…”

“…The Egyptian HE sector includes 17 public universities with 14, 31,469 enrolled students and 19 private universities, with 71,715 enrolled students located in major cities [4]. It was noticed that parents choose private higher education in an attempt to avoid HE problems associated with the public sector [2].…”