E-learning Barriers in the United Arab Emirates: Preliminary Results from an Empirical Investigation

Vrazalic, Lejla; MacGregor, Robert; Behl, Donna; Fitzgerald, J.

doi:10.5171/2010.458727

Cited by 18 publications

(23 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Lack of ICT skills [1], [32], [16], [24], [17], [26], [28], [18], [19], [21] [22], [23] Lack of E-Learning knowledge [1], [17], [14], [31], [25] Instructors Resistance to change [33], [16], [16] [24], [34], [17], Lack of time to develop e-courses [2], [33], [16], [18], [21], [29], [22], [35], [30], [23], [25] Lack of Motivation [1], [17], [22], [35], [23] While getting the quantitative results through survey, it was also found in Table 6 that most of the respondents agreed about the importance of barrier factors of instructor dimension for successful implementation of E-Learning having mean in between 3.31 to 3.70. It can be concluded from the data in Table 6 that among all the respondents, "Lack of Time to Develop E-courses" is having the highest mean value (3.70).…”

Section: Resources / Referencesmentioning

confidence: 99%

Barriers Effecting Successful Implementation of E-Learning in Saudi Arabian Universities

Naveed

Muhammed

Sanober³

et al. 2017

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

Abstract-Advancement of digital technology is influencing the leaping development of various activities in our daily life. E-Learning system has also gained a competitive edge over the prevailing traditional methodology. The prevailing pedagogy is being replaced by the E-Learning teaching system. ELearning teaching-learning methodology provides more flexibility and allows freedom from time, place, physical presence, hectic, and stressful teachinglearning etc., thus plays a vital role in education system. However, there are many barriers in E-Learning methodology for successful teaching-learning. Study on such barriers will help to overcome the difficulties to the success of ELearning. Present research paper attempts to study the various barriers that are affecting the successful implementation of E-Learning in Saudi Arabian Universities. This study reviews various barriers from literatures and identified most important E-Learning barriers which are described and grouped in four dimensions such as Student, Instructor, Infrastructure and Technology, and Institutional Management. Sixteen barriers falling under these relevant dimensions were validated their importance quantitatively through university Students, Instructors, and E-Learning staffs of some well know universities in Saudi Arabia. A survey instrument was developed and tested on a sample of 257 respondents of Saudi Arabian Universities. It was found that Infrastructure and Technology Dimension is the most significant as perceived by respondents. Re- 94

show abstract

Section: Resources / Referencesmentioning

confidence: 99%

Barriers Effecting Successful Implementation of E-Learning in Saudi Arabian Universities

Naveed

Muhammed

Sanober³

et al. 2017

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…These areas are: Information and communication technology (ICT) environment issues, student characteristics, support for students, and provision of authentic activities [9].…”

Section: Literature Reviewmentioning

confidence: 99%

Blackboard System as an e-Learning Environment: Female students' Perceptions

Alkhattabi¹

2014

IJDS

View full text Add to dashboard Cite

show abstract

“…Martin et al, 2010;Mynard, 2003;Vrazalic, MacGregor, & Behl, 2009). A recent unpublished doctoral dissertation has reviewed information literacy experiences of Emirati tertiary students, and concluded that many students had difficulties accessing information, often due to difficulties with the English language, but also as a result of finding information which may not be relevant to their experiences (Johnston, 2013).…”

Section: Self-perceived Confidence Skill With Digital Technologiesmentioning

confidence: 99%

Technology, education and Arab youth in the 21st century: A study of the UAE

Martin¹

View full text Add to dashboard Cite

This thesis is an exploration of the engagement of young Emirati tertiary students (aged 18-25) with digital technologies in the United Arab Emirates (UAE). International research in recent years has documented the access to, and use of, digital technologies by young people in many parts of the world, largely in response to claims made at the turn of the century about posited characteristics of young people today, referred to in the debate as digital natives. In reaction, governments and educational institutions in many parts of the world have considered or accepted the need for a rethink of their educational systems, with an emphasis on increased integration of technology into teaching and learning, in an apparent endeavor to remain relevant to students of today, and the society of the future.The documentation of the impact of technology on the young Arab population of the UAE, however, is an important contribution to this debate, where most research to date has been conducted in more developed countries. This research also considers the historical, socio-economic, linguistic and cultural context of the UAE within which technological changes have occurred, as well as the impact of digital technologies which in turn have continued to influence social and cultural change. Consideration of the inter-relationship between technology and the environment in which it has impacted has enabled a challenging of the determinist arguments put forward in the wider digital natives debate.This research used a mixed-method approach involving multiple tertiary educational institutions in the UAE, and included students from a wide variety of geographical locations and academic disciplines within the country. Mixed methods research was eminently suited to this exploration, to enable both internationally comparable data on Emirati youth as a result of use of an adapted survey instrument (N=587), and insight into possible local implications and influences of cultural, educational and language factors by also using semi-structured interviews (N=15). This is the first extensive, multi-institutional research project to address this topic in a region which includes a very high population of young people, who are increasingly wired and educated, at a time of remarkable change and challenges in the Middle East.The primary aim in this research project was to determine the extent to which Emirati higher education students were engaged with digital technologies, including the Internet, and whether this level of engagement was similar to patterns internationally. Six major findings emerged from the data.ii Firstly, data confirmed that most Emirati tertiary students have almost comprehensive access to broadband Internet, both from home and their place of study, using mobile technologies such as tablets or mobile phones, as well as laptops or desktops. Educational improvements in the UAE have been pivotal as an impetus for technological changes, with digital technologies now ubiquitous within tertiary education institutions, as well as ...

show abstract

E-learning Barriers in the United Arab Emirates: Preliminary Results from an Empirical Investigation

Cited by 18 publications

References 5 publications

Barriers Effecting Successful Implementation of E-Learning in Saudi Arabian Universities

Barriers Effecting Successful Implementation of E-Learning in Saudi Arabian Universities

Blackboard System as an e-Learning Environment: Female students' Perceptions

Technology, education and Arab youth in the 21st century: A study of the UAE

Contact Info

Product

Resources

About