E-learning in Iraqi universities: A review

Mahmod, Mohamed Ali; Ali, Asma Md; Ahlan, Abdul Rahman; Shah, Asadullah; Seman, Muhamad Sadry Abu

doi:10.1109/ced.2017.8308094

Cited by 11 publications

(8 citation statements)

References 5 publications

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“…Social JSIT 21,3 approach is basically using the verbal signs and social context through virtual tools to convey the course content. The technical approach of the instructor enables to nourish the student with appropriate technical tools such as software to satisfy certain goals while making the student skillful and conversant on the technical tools (Mahmod et al, 2017;Lin et al, 2017;McGill et al, 2014;Ramírez et al, 2017). In these terms, SII is a vital contributor for the user satisfaction in e-learning research.…”

Section: Student-instructor Interactionmentioning

confidence: 99%

The role of usability on e-learning user interactions and satisfaction: a literature review

Gunesekera

Bao²,

Kibelloh

2019

JSIT

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Purpose The purpose of this study is to review the effect of usability factors on e-learning user relationships, namely, student–student interaction (SSI), student–instructor interaction (SII) and student–content interaction (SCI), in the existing e-learning literature. Further, this study intended to identify whether usability contributes to the satisfaction of e-learners. Design/methodology/approach This study has undertaken a systematic review using the PRISMA methodology to filter the literature in the domain of e-learning with respect to usability concerns using six databases. An analytical framework has been formulated to evaluate the literature against different dimensions of interactions and usability. Findings Results reveal that while SSI has grabbed 71.4 per cent research attention with respect to usability factors of e-learning systems, SCI has been given the least focus, i.e. 26.6 per cent. According to the results, e-learning systems’ usability issues influence the user relationships and affect the user satisfaction, which will lead to lack of user continuity. Practical implications The findings of this review will provide insights to instructional designers to construct more satisfied learning content for the users. The analysis framework of this study will encourage researchers to drive future research in e-learning along with the concern of usability. Originality/value This research emphasizes on the importance of SCI to focus future e-learning research on a different angle, in addition to SSI and SII. The analysis framework of this study will provide different dimensions, specifically for the empirical research in the domain of e-learning.

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Section: Student-instructor Interactionmentioning

confidence: 99%

The role of usability on e-learning user interactions and satisfaction: a literature review

Gunesekera

Bao²,

Kibelloh

2019

JSIT

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“…However, developing countries continue to struggle in reaping the benefit of such techniques (Atanda and Ahlan, 2014;Ansong, Boateng and Boateng, 2017;Canedo, Santos and Leite, 2018). This situation may be due to numerous reasons, such as lack of technical infrastructure, service availability, staff readiness and experts to build and manage such infrastructure, which has been the case for e-learning in many institutions including those in Iraq (Mahmod et al, 2017). However, the infrastructure or technology may not be sufficient for learners and educators to fully adopt e-learning and accept e-learning technology, thus remaining a major concern in many developing and developed countries (Kanwal and Rehman, 2017;Ansong, Boateng and Boateng, 2017;Haron and Sahar, 2010;Almazroi et al, 2016;Cidral et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Towards a New Definition of Blended Learning

Cronjé¹

2020

EJEL

113

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Most current definitions of blended learning refer to a blend of online and face-to-face instruction. It seems that few authors notice the irony that the definition of blended learning does not include the concept of learning at all. The problem with these definitions is that they are devoid of theory and thus lead to trial-and-error research. This paper argues that the definition of blended learning should be built around learning theory and should refer to a blend of d irect instruction and learning-by-doing. The paper reports on research conducted to validate a model that puts behavioural and constructivist learning at right angles and considers if the two can occur simultaneously. The model is then placed in the context of a framework of knowledge management and from there a definition is derived that includes context, theory, methodology and technology.

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“…Educational data mining techniques have been introduced to answer these questions and visualise, analyse and/or extract useful and accurate information from the extensive data of education (Romero and Ventura, 2010;Castro et al, 2007;Yang and Li, 2018). Moreover, numerous studies have employed questionnaires to evaluate e-learning utilisation or usefulness (Ansong, Boateng and Boateng, 2017;Kanwal and Rehman, 2017;Almazroi et al, 2016;Mahmod et al, 2017;Kalelioğlu, 2017;Canedo, Santos and Leite, 2018). However, these studies either seem to focus on one factor that leads to the underutilisation of e-learning or require further study to confirm their findings and/or discover new factors given the different educational environment.…”

Section: Introductionmentioning

confidence: 99%

Highlighting E‑learning Adoption Challenges using data Analysis Techniques: University of Kufa as a Case Study

Karkar¹,

Fatlawi²,

Al-Jobouri³

2020

ECEL

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Electronic learning (e‑learning) plays a significant role in improving the efficiency of the education process. However, in many cases in developing countries, technology transfer without consideration of technology acceptance factors has limited the impact of e‑learning and the expected outcome of the education process. Therefore, this shift in learning method has been met with low enthusiasm from academic staff and students owing to its low perceived usefulness and perceived ease‑of‑use. The University of Kufa (UoK) in Iraq is considered a good case study because it has implemented the e‑learning platform since 2013. The UoK platform is based on open‑source Moodle owing to the latter’s advantages, such as low implementation cost, open community for support and continuous update and development. To identify and evaluate the challenges, this study uses a questionnaire survey that targets the level of adoption, implementation, familiarity and technology acceptance of staff and students. A total of 242 educators participate in the survey, and the data are subsequently analysed. Important information is extracted using data mining techniques, namely clustering and decision trees. One of the main crucial factors extracted from the analysis results is the perception that social media is easier to use compared with a dedicated e‑learning platform such as Moodle. This factor may also discourage educators/learners from adopting an offered e‑learning platform, regardless of actual usefulness, motivation and training programs. Therefore, this paper offers practical information regarding the main issues and a guideline to fully utilise e‑learning for policy makers and e‑learning developers, particularly in newly established institutions or developing countries.

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E-learning in Iraqi universities: A review

Cited by 11 publications

References 5 publications

The role of usability on e-learning user interactions and satisfaction: a literature review

The role of usability on e-learning user interactions and satisfaction: a literature review

Towards a New Definition of Blended Learning

Highlighting E‑learning Adoption Challenges using data Analysis Techniques: University of Kufa as a Case Study

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