Perspectives on E-Learning in Universities of the Arab Countries

Abstract

for many years, E-learning was not an option in Arab universities. Students in the pre-Internet era often had to study alone and take exams just once or twice for each course. As a result, students were traditionally evaluated mainly on their performance on a limited number of tests, and they had limited opportunities to engage in collaborative learning. This delivery paradigm had very weak outcomes and could only be used with a small subset of participants, despite a large number of improvements to the underlying procedures. Further, distance learning became possible because of the incorporation of current ICT into the classroom. The information and skills gained through this method of education must be on par with those gained through more conventional means. The primary benefit of this method of education is that it allows students to study at their own pace and in their own locations around the world. Although this method of education is widely used in other parts of the world, only 18 universities in Arab countries have had at least one distance - learning program authorized. The goal of this article is to investigate the views on E-learning held by PhD lecturers working in Arab universities. There were 200 PhD lecturers involved in the research. The researchers created questionnaires to gather the necessary information. Based on the research conducted, it was determined that the primary obstacles to E-learning at Arab universities included academic, administrative, and technical difficulties. The findings also demonstrated that students are cognizant of the merits of E-learning. They consider themselves to have an exceptionally optimistic outlook on E-learning. Because the E-learning system is flexible, it can be changed to meet the needs of those who are working to improve communication and the learning opportunities available to PhD lecturers.