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E-learning in a Jordanian higher education institution
Areen Alnemrat1, Hesham Aldamen1, Mutasim Al-Deaibes2
1Department of Curricula and Instruction, English and Literature, Yarmouk University, Irbid, Jordan.
Frontiers in Psychology
|June 22, 2023
Summary
Faculty members in Jordanian higher education show good e-learning knowledge and positive attitudes, but face undecided challenges with policy, support, and infrastructure for effective e-learning implementation.
Area of Science:
- Educational Technology
- Higher Education Studies
- Information Science
Background:
- E-learning adoption is crucial for modern higher education institutions.
- Understanding faculty perspectives is key to successful e-learning integration.
- Jordanian universities are exploring e-learning to enhance educational delivery.
Purpose of the Study:
- To assess the current level of e-learning knowledge and usage among faculty.
- To identify challenges hindering the successful implementation of e-learning.
- To explore faculty attitudes and satisfaction with e-learning initiatives.
Main Methods:
- Quantitative analysis of survey data from 157 faculty members.
- Utilized Likert scales to measure knowledge, usage, barriers, and attitudes.
- Examined perceptions regarding policy, support, infrastructure, and resources.
Main Results:
- Faculty demonstrated good e-learning knowledge (M=3.049) and frequent usage (M=3.640).
- Positive attitudes (M=3.913) and satisfaction with development plans (M=3.668) were reported.
- Faculty were undecided on policy, support, infrastructure, and resource barriers (M=3.567, M=3.482).
Conclusions:
- Faculty possess a solid foundation in e-learning and are willing to adopt it.
- Institutional support and infrastructure require further development to overcome implementation barriers.
- E-learning strategies should address faculty-identified challenges for successful integration.
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