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BARRIERS TO E-LEARNING FOR STUDENTS IN THE UNITED ARAB EMIRATES AND OMAN.

BARRIERS TO E-LEARNING FOR STUDENTS IN THE UNITED ARAB EMIRATES AND OMAN. Done by: Intisar Al- Shukri Fatma Al- Shehhi Sumaiya Al- Fahdi Ahlam Al- Abri. Outline. Abstract Introduction to the study Literature Review Method Findings Conclusion.

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BARRIERS TO E-LEARNING FOR STUDENTS IN THE UNITED ARAB EMIRATES AND OMAN.

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  1. BARRIERS TO E-LEARNING FOR STUDENTS IN THE UNITED ARAB EMIRATES AND OMAN. Done by: Intisar Al-Shukri Fatma Al-Shehhi Sumaiya Al-Fahdi Ahlam Al-Abri

  2. Outline Abstract Introduction to the study Literature Review Method Findings Conclusion

  3. Dubai Women's College, Higher Colleges of Technology Abu Dhabi Women’s College, Higher Colleges of Technology University of Wollongong Dubai

  4. Oman UAE

  5. Abstract This paper describes a collaborative research project which explores the perceived barriers to e-learning for students studying at tertiary institutions in the UAE and Oman using an online questionnaire.

  6. Introduction • E-learning is newly implemented in • Omanand UAE • preparing students for a rapidly changing • information and technology driven world • increasingly using online learning • Result: graduates who are ready for the workplace and who have a high level of knowledge and confidence in the use of technology to help them in their lifelong learning.

  7. Methodology

  8. Participants • 455 students • Higher Colleges of Technology (HCT) • ZayedUniversity (ZU) • The University of Wollongong in Dubai (UOWD) • The American University of Sharjah (AUS) in the UAE • Sultan Qaboos University (SQU) in Oman • Students’ background varies in terms of both demographics and high school background.

  9. Perceived Usefulness Technology Acceptance Model External Variables Behavioral Intention Actual System Use Perceived Ease of Use Final version of TAM (Venkatesh & Davis, 1996)

  10. E-Learning Barriers 1. I would prefer to use Moodle, WebCT or Blackboard in my own language. 2. Using Moodle, WebCT or Blackboard makes me feel stressed and anxious. 3. Moodle, WebCT or Blackboard is complex and difficult to use. 4. Moodle, WebCT or Blackboard is not exciting or interesting to use. 5. The courses and materials available online are boring. 6. I have concerns about the quality of the educational materials in Moodle, WebCT or Blackboard.

  11. E-Learning Barriers 7. Using Moodle, WebCT or Blackboard is not the way I prefer to learn because it does not suit my learning style. 8. Using Moodle, WebCT or Blackboard is not compatible with the way we are taught in my school/college. 9. I don't have enough time to use Moodle, WebCT or Blackboard. 10. I don't feel motivated to use an Moodle, WebCT or Blackboard. 11. It is not cool to use Moodle, WebCT or Blackboard in my school/college.

  12. Findings

  13. Conclusion • Need for further research and investigation into how e-learning barriers are perceived by students in the UAE. • The data suggests that female students found e-learning to be less exciting, but male students had less time to use this type of learning. • Of particular interest is the association between the usefulness of e-learning and e-learning barriers, which requires additional analysis. • The lack of associations between e-learning barriers and student satisfaction is also worth noting.

  14. Conclusion • The four main key areas that should be address in relation to the use of online delivery in the programs of tertiary education institutions in the UAE and Oman : • student characteristics • ICT environment issues • support for students • authentic activities • The educational and technological backgrounds affect on e-learning experiences. • This study address the specific social and cultural issues related to online delivery for this part of the Arabic world. • Online delivery itself can be a barrier to student learning unless the pedagogy of it is addressed. • The increasing investment of e-learning technologies for instructional delivery makes it imperative to determine and address the barriers to e-learning for students.

  15. Limitations

  16. Thank You

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