Attitudes towards E-Learning By Fairouz Farah Sarkis Director Arab Open University - Lebanon.

Attitudes towardsAttitudes towardsE-LearningE-Learning

ByByFairouz Farah SarkisFairouz Farah Sarkis

DirectorDirectorArab Open University - LebanonArab Open University - Lebanon

Introduction:Introduction: The inequalities between North and South in the diffusion The inequalities between North and South in the diffusion

and use of and use of New Information and Communication New Information and Communication Technologies (NICTTechnologies (NICT) are still there.) are still there.

Although third world countries users of NICT had Although third world countries users of NICT had

increased rapidly in recent years, yet Data shows that increased rapidly in recent years, yet Data shows that qualitative differences in NICT use & diffusion between "The Information Rich" and "The Information Poor" have been growing stronger.

Even though it has been built on its western counter part, Even though it has been built on its western counter part, the NICT of developing countries seems to be lacking in the NICT of developing countries seems to be lacking in

planning and vision about the place, function and cost planning and vision about the place, function and cost effectiveness of NICT within their economy. effectiveness of NICT within their economy.

Bridging the gap requires more Education and Bridging the gap requires more Education and

Training in terms of both quantity and quality.Training in terms of both quantity and quality. E-Learning probably is one of the means by E-Learning probably is one of the means by

which education and training can reach greater which education and training can reach greater number of peoplenumber of people especially that development of especially that development of E-Learning platforms and open source systems E-Learning platforms and open source systems contributed to the ease of accessing knowledge contributed to the ease of accessing knowledge at the higher education level and training both at the higher education level and training both pre and in service.pre and in service.

Among the Open Source Systems that have Among the Open Source Systems that have been used largely by higher educational and been used largely by higher educational and training institutes is training institutes is "Moodle"."Moodle".

The Moodle platform includes several features such asThe Moodle platform includes several features such as: :

Class scheduleClass schedule Assignments Assignments Participant profiles Participant profiles ChatChat Interactive glossary Interactive glossary E-mailE-mail Lessons that the teacher can create, Lessons that the teacher can create, QuizzesQuizzes SurveysSurveys ForumForum Workshops which enable students to work collaboratively. Workshops which enable students to work collaboratively. Teachers can also post resources, including text or links to web Teachers can also post resources, including text or links to web

pages.pages.

Arab Open University - AOU:Arab Open University - AOU: Among the higher education institutes that use Among the higher education institutes that use

E-learning as part of its instructional tools is the E-learning as part of its instructional tools is the Arab Open University. Arab Open University.

The aim of the Arab Open University which is The aim of the Arab Open University which is funded by the funded by the AGFUNDAGFUND is to give quality is to give quality education for the least cost to the largest education for the least cost to the largest number of Arab youth.number of Arab youth.

The mode of teaching at the AOU is a hybrid The mode of teaching at the AOU is a hybrid model, it uses face to face tutorials and model, it uses face to face tutorials and e-learning through Moodle e-learning through Moodle where students where students can access their lectures and post their can access their lectures and post their assignments. There is also a discussion forum assignments. There is also a discussion forum for each course where students can discuss the for each course where students can discuss the course with their peers and with the lecturer.course with their peers and with the lecturer.

To be able to enhance the diffusion of NICT, To be able to enhance the diffusion of NICT, traditional Face to Face instruction is one of the traditional Face to Face instruction is one of the means which no longer can help mass diffusionmeans which no longer can help mass diffusion. . However, if E-learning is to play the required However, if E-learning is to play the required role, attitudes of learners should be taken into role, attitudes of learners should be taken into consideration in order to develop convenient consideration in order to develop convenient tools.tools.

Objectives of this study:Objectives of this study: The main objective of this study is to learn about The main objective of this study is to learn about

students’ attitudes towards E-learning having students’ attitudes towards E-learning having this method as a part of instructional methodthis method as a part of instructional method ..

The following factors were considered in The following factors were considered in studying students’ attitudesstudying students’ attitudes::

GenderGender (Male ; Female) (Male ; Female) Marital StatusMarital Status (Married; Single). (Married; Single). AgeAge (< 22 ; 22 <…< 28 ; > 28) (< 22 ; 22 <…< 28 ; > 28) Geographical distributionGeographical distribution (Inside and Outside (Inside and Outside

Greater Beirut).Greater Beirut). Field of StudyField of Study (ITC; Business Systems; (ITC; Business Systems;

Business Economics; English Language and Business Economics; English Language and Literature; Bachelor in Education; Teaching Literature; Bachelor in Education; Teaching Diploma).Diploma).

Access to PC & Internet.Access to PC & Internet.

A - Sample:

The sample of the study is comprised of 1476 students of different marital status,age groups and of different geographical areas as shown:

Table 1 – Gender and Marital status:

Gender Total Single Married

Female 39.7% 86.2% 13.8%

Male 60.3% 92.8% 7.8%

Total 1476 1331 145

Table 2 – Geographical distribution and Age Category:

Geographicaldistribution

Total < 22 22<…<28 > 28

Inside Greater Beirut 50.4% 53.5% 36.7% 9.8%

Outside Greater Beirut 49.6% 55.2% 37.8% 7%

Table 3 – Field of study and Age Category:

Field of Study Total < 22 22<…<28 > 28

ITC 39.2% 51.7% 41.5% 6.8

Bus / Systems 44.7% 61.7% 34.2% 4.1

Bus / Economics 5.7% 59.5% 34.5% 6%

English Literature 6.4% 31.9% 38.3% 29.8%

Education / bachelor & Diploma

4% 39.17% 71.25% 89.58%

B - Access to PCs and Internet:

87.3% have PC at home 47.2% have Internet connection at home

Table 4 – Field of study and Access to PC & Internet at home:

Field of Study PC at home Internet at home

ITC 92% 52.7%

Bus / Systems 84.6% 41.9%

Bus / Economics 84.5% 42.8%

English Literature 80.8% 46.8%

Education / bachelor & diploma

86.2% 68%

Table 5 – Age category and Access to PC & Internet at home:

Age Category PC at home Internet at home

< 22 85.6% 49.9%

22<…<28 89.2% 56.6%

> 28 90.3% 67.8%

45.3%

21.5%

33.2%

0 25 50 75 100

Preference of instructional method

C - Attitude:

Both

Self Study

Face to Face

• Most students prefer the hybrid method.

Table 6 – Age Category and Preference of instructional method

Age Category Face to Face Self study Both

< 22 34.3% 22.1% 43.6%

22<…<28 32.7% 21.2% 46.1%

> 28 27.7% 18.8% 53.5%

Table 7 – Preference of instructional method and Gender:

Instructional method

Face to Face Self Study Both

Male 33.8% 24.1% 42.1%

Female 32% 17.5% 50.5%

• Age has no significant difference on students attitudes except for a slight difference between the young and the older students

• Females have more preference for hybrid method.

Table 8 – Preference of instructional method and geographical Distribution:

Instructional method

Inside Greater Beirut

Outside Greater Beirut

Face to Face 50.4% 49.6%

Self Study 49.6% 50.4%

Both 50.3% 49.7%

• Geographical area has no significant difference on students attitudes towards instructional methods.

Preference of Communication method

66.2 %

5.2 %

7 %

21.6 %

0 25 50 75 100

Moodle

Telephone

E-mail

Face to Face

• Most students prefer the face to face method for communication.

Table 10 – Preference of communication Methods and Gender:

CommunicationMethod

Moodle E-mail Telephone Face to Face

Male 24.4% 8.6% 4.5% 62.5%

Female 17.2% 4.8% 6% 72%

Table 11 – Age category and Preference of communication Methods:

Age category Moodle E-mail Telephone Face to Face

< 22 24.5% 7% 5.2% 63.3%

22<…<28 18.5% 6.7% 4.4% 70.4

> 28 16% 9% 8% 67%

• Both Females and Males prefer Face to Face and it is more with Females.

• Age has no significant difference on students attitudes towards means of communication

Table 12 – Geographical distribution and Preference of Communication Methods:

Geographical distribution

Moodle E-mail Telephone Face to Face

Inside Greater Beirut 20.5% 6.8% 4.7% 67.8%

Outside Greater Beirut 22.7% 7.2% 5.5% 64.5%

• Geographical location has no significant difference on students’ attitudes towards means of communication