Barriers and Opportunities of E-Learning Implementation in Iraq: A Case of Public Universities

Ahmed Al-Azawei,Patrick Parslow,Karsten Lundqvist

doi:10.19173/irrodl.v17i5.2501

Ahmed Al-Azawei, Patrick Parslow + Show 1 more

Open Access

https://doi.org/10.19173/irrodl.v17i5.2501

Copy DOI

Abstract

<p class="2">Although the implementation of e-learning initiatives has reached advanced stages in developed countries, it is still in its infancy in many developing nations and the Middle East in particular. Recently, few public universities in Iraq have initiated limited attempts to use e-learning alongside traditional classrooms. However, different obstacles are preventing successful adoption of this technology. The present research aimed to highlight challenges that hinder effective implementation of e-learning in Iraq and recommend possible solutions to tackle them. A total of 108 respondents voluntarily participated in this research. They consisted of academic staff (N=74), professors in charge of e-learning (N=3), and undergraduate students (N=31). Three methods were used to collect data: a survey instrument, semi-structured interviews, and focus groups. Data was then analyzed and reported quantitatively and qualitatively. This provided in-depth understanding to the current status of e-learning in public Iraqi universities and highlighted major hindrances of its successful application. Based on this analysis, the study proffered many recommendations that should be considered in order to fully benefit from e-learning technologies.</p>

Highlights

The rapid growth of Information and Communication Technologies (ICTs) in the last decades has reshaped the forms of teaching and learning in Higher Education (Pulkkinen, 2007; Sife, Lwoga, & Sanga, 2007)
Many forms of ICT innovations have been used for educational purposes comprising “computers, the Internet, broadcasting technologies, and telephony” (Khan, Hasan, & Clement, 2012; p. 67), Learning Management Systems (LMSs) have attracted a Barriers and Opportunities of E-Learning Implementation in Iraq: A Case of Public Universities Al-Azawei, Parslow, and Lundqvist significant consideration in Higher Education
This research sought to identify the main challenges in e-learning adoption developing countries face

Summary

Introduction

The rapid growth of Information and Communication Technologies (ICTs) in the last decades has reshaped the forms of teaching and learning in Higher Education (Pulkkinen, 2007; Sife, Lwoga, & Sanga, 2007). Other synonyms for LMSs include Course Management Systems (CMSs), Virtual Learning Environments (VLEs), and Knowledge Management Systems (KMSs) (Alias & Zainuddin, 2005; Graf, 2007). Both teachers and learners can benefit from this technology. The former can upload and present learning content, track learner activities, assess learner knowledge, and keep students up to date about a course. The latter can access learning content anytime and from anyplace, interact with their peers or instructors, ask questions, and upload their work. For the purposes of this study, e-learning was restricted to the use of the internet as a medium of education delivery

Objectives

Methods

Results

Conclusion