In last decade or so, e-learning seems to be emerging as the dominant model of learning but questions are being raised about the trade-offs in switching from traditional classroom based learning to e-learning; for example, e-learning is cost effective, round the clock accessible and convenient but there are questions raised about its quality and effectiveness. In last decade Saudi government has undertaken several steps for reforming the education system in the Kingdom including provision of education for all. E-learning can play a vital role in helping Saudi government reach its ambitious targets but despite its obvious benefits the overall adoption of e-learning in the Kingdom has remained low. The key problem in this regard is lo perceived effectiveness of e-learning. E-learning is quite beneficial in that it can help individuals not only acquire knowledge but also skills which allows them to learn independently without constraints using the vast amount of education resources available online. However, the main focus of the e-learning community in the Kingdom has remained restricted to teaching specific subjects. This research argues that the true potential of e-learning is much broader and useful than currently perceived by the e-learning community in the Kingdom. E-learning has the potential of producing lifelong learners. Hence the focus of e-learning community should be on overall skills development. This research thus defines e-learning effectiveness in terms of both short term goals (that is, learning about the subject) and long term goals (improving skills and motivations for being lifelong and independent learner). This research investigates impact of four kinds of interactivity (Student-Student, Student-teacher, Student-content, Student-System) on effectiveness of e-learning. This is a mixed methods research. Data was collected using focus groups and questionnaire surveys. This research finds that all four kinds of interactivity play a role in improving effectiveness of e -learning All four kinds of interactivities were found significant for improving course learning. Student-teacher, Student-Student and Student-Content interactivities were found critical for improving independent learning skills. Student-Student an Student-Content interactivity was found critical for improving motivation for being lifelong e-learner.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:678924 |
| Date | January 2015 |
| Creators | Alzahrani, Joharah |
| Contributors | Ghinea, G. |
| Publisher | Brunel University |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://bura.brunel.ac.uk/handle/2438/11801 |
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