Abstract
<p> E-Learning is an important tool for delivery, interaction, and facilitation of both teaching and learning processes. Faculty members at the University of Bahrain’s College of Education are being encouraged to become involved in e-learning activities. To assess faculty opinions on e-learning, a questionnaire was sent to 30 faculty members of the University’s College of Education to determine how they perceive e-learning, and how they might choose to integrate it into their everyday teaching activities. Data was collected and analyzed by using descriptive statistics. Results indicate that faculty generally perceive e-learning as a positive force in helping students’ achieve their learning objectives. Answers to this questionnaire, however, also indicated areas of weakness: specifically that baseline technological and human resource prerequisites are necessary to support e-learning, and that these baseline prerequisites are not yet available at the University of Bahrain. Other baseline prerequisites are: staff training, well prepared online courses and learning materials, sufficient groundwork for the smooth transition from traditional modes of learning towards e-learning delivery, and the implementation of a more robust technological infrastructure to support all the technical aspects necessary to launch and sustain e-learning. </P>
Highlights
Introduction and Literature ReviewEducational processes have undergone many of changes during the last century
It is hoped that this study will contribute to a better understanding of faculty opinions towards introducing e-learning at the University of Bahrain’s College of Education
The results indicate that faculty members tend to view e-learning positively
Summary
Introduction and Literature ReviewEducational processes have undergone many of changes during the last century. McKenzie (1998) said that technology would transform the act of teaching, whether or not teachers or students are ready for this inevitable change. There have been several attempts over the past decade to utilize and integrate the Internet into Bahrain educational system, beginning with the introduction of computer literacy courses in the nation’s high school classrooms in the early 1990s. Bahrain’s computer education curricula have evolved to include: computer operations, applications, and technology. During this decade, a dedicated network was established to connect all the computer laboratories in all the nation’s schools. To stay abreast of these changes, teachers attended in-service workshops to learn how to use computers on a personal level and in their teaching activities
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: The International Review of Research in Open and Distributed Learning
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
