A review of the literature on the issues and roles of E-Learning in UAE higher education

E-Learning is becoming a popular delivery method across various universities and colleges in UAE as the region is experiencing a rapid growth of e-Learning in higher education. Adequate infrastructure, changes in demographic profile, globalization, government initiatives, outsourcing and increasing demand for IT knowledge-based jobs are the major factors responsible for e-Learning growth in higher education in UAE. However, e-Learning has many problems such as inadequate equipment, improper guidance on using e- Learning gadgets, inadequate infrastructure, changes in demographic profile, globalization, inadequate government initiatives are the major problems of e-Learning growth in higher education in UAE. Based on this review, e-Learners have shown indeed a very high level of understanding concerning the potential and value of e-Learning. It is anticipated that the findings of this study will offer opportunities to improve policy and practice of e-Learning in higher education in the UAE so as to solidify its position as an e-learning hub in the gulf region

Faculty Perspectives on E-Learning Policy in a Canadian University

This qualitative multi-method study investigated faculty member perspectives on e-learning policy, and its influence on their use of e-learning. The research was conducted at one medium sized comprehensive university in Ontario, Canada. Data were collected from interviews with 12 full-time faculty members, eight of whom had taught at least one online undergraduate university course. Data were also collected from institutional and government documents. Respondents noted e-learning increased flexibility and/or convenience with respect to both their engagement with students, and student engagement with course material. E-learning was identified positively for its ability to save time by some respondents, and negatively as being time intensive by others. Increased student and government demand for on-line courses, as well as the opportunity to use technology for instructional purposes, increased respondents’ use of e-learning. Additionally, the university’s pedagogical centre, which provided direct support to respondents, was considered key in supporting their transition to e-learning. Respondents were generally unable to identify specific university policy related to e-learning, and some noted the lack of specific policy had hampered e-learning course development in their departments. The documents reviewed tended to view e-learning in favourable terms, highlighting it as a response to changing political, economic, and societal conditions, and promoting it for its ability to reduce costs to the university, increase student enrolment, and provide more equitable access to university programs, particularly for under-represented groups such as new Canadians, Indigenous peoples, and first-generations students. Whereas government documents tended to focus on mandates (e.g. the intent to change the university system based on each university’s strengths), institutional documents focused on teaching, learning, and e-learning, both in response to government mandates, and in alignment with the University’s strategic direction. Collectively, the documents shared the respondents’ perceptions regarding flexibility, time, and demand. However, while government documents focused on issues of cost, changing conditions, enrolment and equitable access, institutional documents explained e-learning, the differences with face-to-face teaching and learning, and how best to integrate e-learning into practice

CONSUMER EDUCATION AND BEHAVIOURAL INTENTION TO USE E-GOVERNMENT SERVICES IN LEBANON

We explore the effect of consumer education on the likelihood of increasing the behavioural intention to use e-government services in Lebanon in the context of initial learning experience. E-government refers to the use of information and communication technology to improve public administration. The adoption of e-government systems by end users has remained below expectations and the efforts of many countries have remained vain. Scholars have found that the low adoption and use of e-government services by end users for e-services are still major barriers to successful e-government implementation. Among the critical actions suggested by scholars, consumer education through training is a priority one. The results of this quantitative study show that by developing basic content and process oriented consumers’ knowledge on e-government during initial learning experience, a critical period of time where end users decide whether they adopt this service or not, citizens will increase their behavioural intention to use of e-government services

E-learning for lifelong learning in Latvia

This White Paper on e-Learning for Lifelong Learning in Latvia is one among a number of white papers dealing with e-Learning and lifelong learning in specific countries in Asia and Europe. The production of these white papers is an Asian-European initiative, with offspring in the e-ASEM network ― the research network on the Development of ICT skills, e-Learning and the culture of e-Learning in Lifelong Learning ― under the ASEM Education and Research Hub for Lifelong Learning. The aim of the White Paper article is to explore the concept of e-learning and lifelong learning in the context of Latvia taking into account the relevant government policy, regulations and financing issues

Effect of Electronic-Learning on the Academic Achievement of Basic Science Students in Bayelsa State, Nigeria

The study investigated the effect of electronic-learning on the academic achievement of basic science students in Yenagoa Local Government Area, Bayelsa State, Nigeria. A pretest, posttest, control group, quasi-experimental design was adopted. One hundred and four (104) JS.2 students from two government owned junior secondary schools in Yenagoa Local Government Area were purposely selected for the study. The schools were randomly assigned to experimental and control groups. The study lasted for five weeks. Three instruments IGELS, IGMLM and BSAT were used for the study. One research question was posed and answered using mean and deviation standard and one null hypothesis was tested at 0.05 level of significance using analysis of covariance (ANCOVA). The findings revealed that those taught with e-learning had a higher mean (72,33) than those taught with modified lecture method (50.59) with a mean difference of 21.74. E-learning had significant effect on student’s academic achievement in basic science. (f1,101=76.392; p<0.05 partial eta squared=0.558), with an effect size of 55.8%. Finding showed that there was a significant difference in students’ achievement in basic science when taught with e-learning and modified lecture method; the e –learning students performing better. It was recommended that government should provide e-learning materials for schools and train the teachers to acquire the basic skills. Key Words: Electronic learning, IGELS, IGMLM and BSA

Въвеждане на курсове по електронно правителство в обучението на библиотечно-информационните специалисти = Integrating E-Government Courses into LIS Education

During the past twenty years the „global phenomenon e-government“ and public e-services offered a new way of interaction with government and public administration. The public library became an access point to e-government and e-services. In addition, the role of the libraries and librarians in e-government is most important – they are „bridge“, intermediaries between e-government services and citizens. This is why today’s library and information specialists should have enough competences and professional skills in order to achieve customers’ needs. There are different forms of education in the field of e-government – on Bachelor and Master Degree at the University and qualifica-tion courses (lifelong learning). The article discus integration of E-government courses into LIS programs as the right way for preparing future information specialists in Bulgaria

Voice-Based E-Learning Approach for E-Government

Government establishments are most times highly involved in different reorganization programs. The processes in e-Government are diversified and complex, hence the need for an appropriate training and learning strategy for governmental employees. Changing business processes and organizational structures always mean that the personnel have to be familiar with the changed procedures. Consequently, the employees need to be trained to develop capacity for new responsibilities. Existing methods of learning and training do not make provision for certain category of employees such as the visually impaired. They do not provide an alternative learning platform for government of employees that are not physically challenged. Many studies have demonstrated the value of several learning platforms, including mobile learning (m-Learning) but with the problems of access barriers and streamlined participation of most learners. The purpose of this chapter is to propose a voice-based e-Learning system, also known as voice-learning (v-Learning) as a variant of the m-Learning with particular relevance for the visually and mobility impaired learners. V-Learning makes possible ubiquitous learning in e-Government and provides additional capacity and speed of response to help facilitate change. Cost reduction is also achieved and there is no shortage of teachers

Engaging without over-powering: A case study of a FLOSS project

This is the post-print version of the published chapter. The original publication is available at the link below. Copyright @ 2010 IFIP International Federation for Information Processing.The role of Open Source Software (OSS) in the e-learning business has become more and more fundamental in the last 10 years, as long as corporate and government organizations have developed their educational and training programs based on OSS out-of-the-box tools. This paper qualitatively documents the decision of the largest UK e-learning provider, the Open University, to adopt the Moodle e-learning system, and how it has been successfully deployed in its site after a multi-million investment. A further quantitative study also provides evidence of how a commercial stakeholder has been engaged with, and produced outputs for, the Moodle community. Lessons learned from this experience by the stakeholders include the crucial factors of contributing to the OSS community, and adapting to an evolving technology. It also becomes evident how commercial partners helped this OSS system to achieve the transition from an “average” OSS system to a successful multi-site, collaborative and community-based OSS project

Tracing International Differences in Online Learning Development: An Examination of Government Policies in New Zealand

In 2006 the North American Council for Online Learning surveyed the activity and policy relating to primary and secondary e-learning, which they defined as online learning, in a selection of countries. They found most were embracing e-learning delivery of education as a central strategy for enabling reform, modernising schools, and increasing access to high-quality education. While North American countries appeared to be using the internet as a medium to provide distance education at the secondary level longer than most countries, the lack of a guiding vision has created uneven opportunities for students depending on which state or province they live in. In New Zealand, the government has sought to provide a vision or guiding framework for the development of e-learning. In this article we trace that vision by describing three policy documents released by the New Zealand government over the past decade, and how that vision for e-learning has allowed increased development of primary and secondary online learning