Perceptions of e-learning and social readiness to accept virtual degrees in the Middle East

Abstract

A new trend in educational organizations has been to use distance learning and Internet-based programs, such as WebCT, ICT, Blackboard, and I-Learn, for delivering courses, training sessions, and the like. Prior to the availability of these resources on the Web, instructors in many school systems around the world conveyed asynchronous lessons or training sessions using telephone lines, cable TV, videotapes, or printed materials to distance learning students who used to gather in one place at specific periods of time. More than a decade ago, many institutions have been enthused to provide Internet-based courses and compete to attract students incapable of attending conventional programs or meeting in one place for a variety of causes. Traditional and non-traditional students have been enrolling in such e-learning programs due to personal reasons such as working, convenience, and improving their education and professional skills which can result in promotion or enhancing their career (Burgess, 2003;Hazari, 1998). The purpose of this paper is to examine students' perceptions of e-learning and social or organizational readiness to accept virtual degrees, taking students at the American University of Sharjah (AUS) in the United Arab Emirates (UAE) as an example. The students have had experiences from several years of e-learning on campus. Students (N = 300) filled in a specific survey, which included three different components (demographic information, computer/Internet experience along with its advantages and disadvantages in a Middle Eastern (ME) context, and attitudes towards or perceptions of online education). The answers are analyzed using percentages concerning students' perceptions in relation to their gender, age, previous knowledge of computers and what they offer, attitudes towards new information technology (NIT) uses, and willingness of ME organizations to hire new graduates with online degrees. The main conclusion from the study was that NIT is very useful and helpful in getting good education. Hence, students' attitudes are mostly positive towards e-learning on campus as long as it is in combination with traditional education. However, their attitudes are mostly negative towards earning virtual degrees, due to cultural norms and corporate apathetical behavior or readiness towards hiring graduates with such degrees. General TermsHuman Factors. Verification.

Improving higher education in Egypt through e-learning programs: HE students and senior academics perspective

“…A number of studies have investigated the perception of e-learning and social awareness. Unfortunately, previous studies have come to their conclusions based on sampling only students as the main e-learning stakeholders and end users (El-Zayat and Fell, 2007;Abdel-Wahab, 2008;Bertea, 2009;Hashem, 2009;Hegazy and Radwan, 2010). It is recommended that further research is needed to decide whether e-learning is preferred by students and/or whether e-learning is actually considered better than traditional instructional methods in a Middle Eastern context and consequently in Egypt.…”