Student attitudes and beliefs towards e-learning, as well as their satisfaction with technology and past e-learning experiences are regarded as success determinants of future e-learning initiatives. While e-learning and its potential benefits for developing countries have been discussed in the literature, research on user perspectives of e-learning in those countries is limited. This article presents findings on the experiences and perceptions of technology-supported learning gathered from engineering students at two Libyan universities. An analysis of relationships between student attitudes towards e-learning and their demographic characteristics, access to technology, use of technology for learning, skill in technology, and satisfaction with technology is also included. The reported findings might be of interest to academics, administrators, and decision-makers involved in planning, developing and implementation of future e-learning strategies in Libya and similar developing countries.
The growing influence of technologies on all aspects of life, including the education sector, requires developing countries to follow the example of the developed countries and adopt technology in their education systems. Although relatively late, the Libyan government has eventually responded to this challenge and started investing heavily in the reconstruction of its education system, and initiating national programs to introduce information and communication technology (ICT) into education. In addition, there are plans to establish virtual campuses in many universities and colleges to provide an advanced platform for learners and instructors. This paper presents the higher education context in Libya and outlines the applications of ICT and e-learning in Libyan higher education to date. It discusses the issues that need be considered and addressed in adopting ICT in the learning and teaching processes including technological infrastructure, curriculum development, cultural and language aspects, and management support. The paper also outlines the prospects for the integration of e-learning into Libyan higher education and concludes with proposing an integrated approach to advancing the introduction of e-learning in Libya.
The problems encountered by students in first year computer programming units are a common concern in many universities including Victoria University. A fundamental component of a computer science curriculum, computer programming is a mandatory unit in a computing course. It is also one of the most feared and hated units by many novice computing students who, having failed or performed poorly in a programming unit, often drop out from a course. This article discusses some of the difficulties experienced by first year programming students, and reviews some of the initiatives undertaken to counter the problems. The article also reports on the first stage of a current research project at Victoria University that aims to develop a balanced approach to teaching first year programming units; its goal is to 'befriend' computer programming to help promote success among new programming students.
Executive SummaryThe under-representation and poor retention of women in computing courses at Victoria University is a concern that has continued to defy all attempts to resolve it. Despite a range of initiatives created to encourage participation and improve retention of females in the courses, the percentage of female enrolments has declined significantly in recent years, from 32% in 1994 to 18% in 2004, while attrition rates soared to 40% in 2003. A recent research study investigated these negative trends with respect to gender equity in computing courses: of interest was the possibility of gender bias in the learning environment and its impact on female attrition rates. Focus groups and surveys involving computing students of both genders were used as data collection tools in the study.The overall findings from the focus groups were rather surprising, as they yielded no strong indication of gender bias in the learning environment of the computing course; this applied to the logistical arrangements, academic staff, pedagogical methods, and course content. The thesis that the existence of gender bias in the learning environment contributes to high attrition rates of females in computing courses was not sufficiently supported. While the fact that students, both male and female, found their learning environment gender neutral was comforting, the realization that reasons other than gender bias drove females away from the computing course was not. High attrition rate of females remains the reality. Possible explanations of this phenomenon were suggested by the focus groups, and the search for confirmation of these indications and discovery of other contributing factors continued.
In consideration of the recent crises in Libya -the political crisis, the armed conflict, and the destruction that followed -its higher education system needs to be re-built and re-developed. The use of Information and communication technology (ICT) and e-learning could play a vital role in this process. Information and communications technologies are key elements of the universal response to crises, whether natural or man-made disasters. ICTs are fundamental enablers of the coordination mechanisms that educational organizations need to restore in order to assist the affected learners and instructors. Libya is a developing country and the use of ICTs and the implementation of e-learning were still in a quite early stage even before the current armed conflict. The recent crisis resulted in a setback to Libya's e-learning efforts; however, the deployment of ICT and e-learning, assisted by the international community can provide Libya with the opportunity to significantly re-construct its education system, modernize instructional methods and, widen and improve access to higher education. This paper outlines the impact of the armed conflict on higher education in Libya. The paper discusses how ICT and e-learning could be used (as reconstructive and attractive measures) to support the affected learners and instructors in Libya. It also outlines the potential for e-learning to increase access to, and improve the relevance and quality of, higher education. In conclusion, the paper proposes an integrated approach to advancing the presence of e-learning in Libya's higher education system.
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