The Level of E-Learning Integration at the University of Jordan: Challenges and Opportunities

Abstract

E-Learning is playing a significant role in education to improve students' skills and teach them new ways for managing their knowledge and information. Many universities and institutions of higher education have recognized the value of the Internet in changing the way people learn. Traditional classroom courses can be augmented with interactive materials on the Web and old fashioned courses can be transformed into e-Learning environments. However, few academic institutions have been able to embrace e-Learning in a way that enables widespread innovative uses of educational technology throughout the institution. Despite the fact that there are some cases of Faculty in Jordanian Universities carrying their own experiments and using trial and error to search for innovations to enhance their courses, these efforts are not matched with a large-scale institutional support and structure to move these initiatives from innovations to standards. We need to spread the culture of using e-Learning technology to enhance the quality of learning. Thus, this study aims to investigate the degree of e-Learning integration at the University of Jordan. Specifically, the purpose of this study was to identify potential factors related to the use of e-Learning tools by faculty members (users and non-users) at this University. This study was conducted during the Fall Semester of 2012/2013 with a population consisted of 1314 faculty members. Overall, the results of this study revealed that an increase in salary, teaching workload, and training are the most important factors related to faculty use of e-Learning tools at this Jordanian university. Furthermore, the results showed that faculty rank and perceived use of e-Learning tools were related to the level of faculty use of e-Learning.

Barriers and Opportunities of E-Learning Implementation in Iraq: A Case of Public Universities

“…As demonstrated in Table 6, instructors (20.27%) and students (25%) found that there is a lack of technical support to address issues that users may face. This result is consistent with findings of studies which pointed out that insufficient technical support is a key challenge to fostering e-learning (Al-Shboul, 2013;Sife et al, 2007;Ssekakubo et al, 2011). This means that preparation of professional staff should be a first step before launching a system.…”

“…As a consequence, users face difficulty with e-learning and this, in turn, may lead them to seek different reasons to avoid it. Earlier literature also highlighted this issue (Ali & Magalhaes, 2008;Al-Shboul, 2013). In our interviews, this was clear from all respondents that:…”

Antecedents and Consequences of E-Learning Adoption in Jordanian Higher Education Institution

“…Although wide-ranging research has been carried out on implementation issues pertinent to elearning design, development, management, delivery, evaluation and operations (AdewoleOdeshi, 2014;Al-Shboul, 2013) instructors is primary considerations in adoption e-learning, and they play a crucial role in specifying the effectivity, success or inefficacy of adoption elearning (Ali Alamin&Elgabar, 2014;McGill, Klobas, &Renzi, 2014). Nevertheless, very little empirical research has been conducted on instructor adoption e-learning from the perspectives of user intention (Al-Shboul, 2013;Almarabeh, 2014;Nisperos, 2014).…”

Παράγοντες που επηρεάζουν την ενσωμάτωση των ΤΠΕ ή την υιοθέτηση του eLearning στην εκπαιδευτική διαδικασία σε ιδρύματα τριτοβάθμιας εκπαίδευσης: βιβλιογραφική ανασκόπηση ερευνών

“…1. Η έλλειψη τεχνικών γνώσεων και δεξιοτήτων των διδασκόντων, που αναφέρεται σε 25 έρευνες (Alemu, 2015;Almuqayteeb, 2009;Al-Shboul, 2013;Asiyai, 2014;Awidi, 2013;Brun & Hinostroza, 2014;Chaputula, 2012;Ejinkeonye & Usoroh, 2016;Kiasari, 2012;King, 2010;Kisanga & Ireson, 2015;Kouninef et al, 2013;Marwan & Sweeney, 2010;Momoh, 2010;Obiri-Yeboah et al, 2013;Okolocha & Nwadiani, 2015;Reilly, 2014;Rolfe et al, 2008;Ungar & Baruch, 2016;Vajargah et al, 2010;Zare-ee, 2011). Σε ένα μέρος από αυτές τις έρευνες, υπάρχει η τάση από τους ερωτώμενους να αιτιολογήσουν τη δηλωμένη έλλειψη με εξωγενείς παράγοντες, όπως είναι η έλλειψη ευκαιριών επιμόρφωσης/επαγγελματικής ανάπτυξης (Awidi, 2013;Marwan & Sweeney, 2010;Vajargah et al, 2010) ή το γεγονός ότι δεν έχουν λάβει αποτελεσματική κατάρτιση στη χρήση των ΤΠΕ (Alemu, 2015;Almuqayteeb, 2009;Kiasari, 2012) ή απλά ότι δεν διαθέτουν χρόνο για εκμάθηση (Reilly, 2014).…”