Abstract
As e-learning tend to get more and more significant for all kind of universities, researchers and consultants are becoming aware of the fact that a high technology approach and Blackboard do not guarantee successful teaching and learning. Thus, a move to pedagogy-based theories can be observed within the field of e-learning. This study describes the procedure of the development of an empirically-based psychometrically-sound instrument to measure instructional model for e-learning system at Middle East universities. In order to accelerate the acceptance of e-learning and implementation of institution-wide adoption of e-learning, it is important to understand students' perceptions with instructional model for e- learning. The 19-item scale developed shows a high probability of differentiating between positive and negative perceptions and the methods which can be used for embedding the traditional learning theories into e-learning.
Highlights
Roberts et al (2000) identified four models of elearning: (a) Naive model is the most broadly used
Chou and Liu (2005) suggest model for e-learning which called Technology-mediated Virtual Learning Environment (TVLE) this model addresses the relationship between the learner control and learning effectiveness
The five items assessed the role of the behaviorism theory into e-learning
Summary
Roberts et al (2000) identified four models of elearning: (a) Naive model is the most broadly used. It may be characterized as notes on the web. Hewitt-Taylor (2003) highlights that Transferring lecture notes to web based system or any e-learning tools may be a good way to display course material without dependence on mass lectures, enabling teachers to focus their time on answering inquiring, discovery and critical thought, resulting in strength of learning. If the role of the teacher is not made obvious it is likely that teachers will become a not essential facility and education reduced to the presentation of materials in a potentially uncoordinated way.
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