Online Higher Education In UAE - Essay Example

Online Higher Education In UAE Summary The study aimed to identify the drivers and barriers influencing the effectiveness of E learning in higher learning institutions based in United Arab Emirates. It also sought to identify the initiatives being taken to minimize the challenges, the current E learning initiatives being implemented at the higher institutions and the feasibility of E learning with the current on-going developments. The study aimed to evaluate on general overview of E learning in UAE learning institutions. The study opted to prospect 400 students and staffs from the United Arab Emirates University in Al Ain to authenticate on the situation. The findings will therefore be significant to varsities and the UAE government in mitigating challenges faced by the system. 1.0 Introduction 1.1 Background information The exponential growth of information technology is all facets of our lives have consequently pressured the higher learning institutions to incorporate the technologies in their learning curriculums. The move ensures that the higher learning institutions in United Arab Emirates, cope up with the changing facets in the international environment. Online learning notably referred to as E Learning; is relatively new to UAE higher institutions in terms of implementation (Iran, 2011). Higher learning institutions in UAE have begun implementing the online educational technology in-line with the global developments. The UAE being one of the GCC nations is vibrantly driven by oil discoveries which necessitates more economic potential in the country. This therefore calls for more knowledgeable and tech savvy students to meet its diverse demands. Most traditional and the newly established higher learning institutions in the UAE are still in the initial phases of getting parents and students to adapt the E learning concept. Multinational higher-education institutions operating in UAE have well adapted the e learning concept for some years now. Some of the traditional universities in the UAE have begun offering a sizeable number of E learning courses in their curriculum while others are still in the early development stage of the program (Sarkeshikian & Vaezy, 2012). The paper highlights on the barriers and drivers of e learning in UAE since it has the benefit of changing the learning and teaching practices within higher institutions. 1.2 Problem of the statement The proposal aims to present an overview of the present E learning situation in UAE. It profoundly seeks to analyze the barriers and drivers of E learning in UAE higher-learning institutions, the initiatives being taken to overcome the challenges, the current implemented E learning initiatives and the future of E learning in UAE based on the on-going developments. 1.3 Purpose of the study The purpose of the research is to assess the adaptation of online learning in higher education institutions based in United Arab Emirates. E learning is slowly being accepted by students and tutors in higher learning where few institutions have formulated E learning courses and others are still in the initial stages of formulating the E learning programs. Implementation of E learning is essential in transforming teaching and learning practices in higher education curriculums since it will be in-line with the current international developments. The study will employ random sampling on United Arab Emirates participants to evaluate on the drivers and barriers affecting implementation of E learning in the institutions so as to formulate measures to propel its adaptation. Additionally, the study also aims to determine the current E learning programs being implemented in the higher institutions, so as to necessitate prediction of its feasibility in the near future. 1.4 Definition of key terms E learning, E learning drivers, GCC nations, Curriculum, UAE, ME, Virtual E learning model, Hybrid E learning model. E learning: E learning refers to the usage of technologies to necessitate teaching, learning and assessments. E learning is also known as online learning or studying. E learning Drivers: Are the factors that contribute to the usage, popularity and implementation of the E learning technology. GCC nations: GCC stands for Gulf Cooperation Council which represents a common economic and political alliance for 6 Middle East nations commonly for their oil reserves where UAE is a member state. Curriculum: refers to the aggregate subjects and academic content offered in a given school or program. UAE: Stands for United Arab Emirates. Virtual E learning Model: is a teaching and learning software that promotes the learners experience through the use of internet. Hybrid E learning model: it is an integrated learning system that uses virtual learning and the traditional learning system to facilitate learning experience. ME: stands for Middle East. 1.5 Review of literature According to Vrazalic, MacGregor, Berl & Fitzgerald (2009) in their study on E learning barriers in the UAE precisely the Moodle/WebCT/Blackboard platform at Zayed University, they identified that student genders, E learning usefulness and the students interest are the significant factors influencing e learning acceptance in higher learning institutions. The researchers used online survey as their research instrument which was delivered to the students through the SelectSurvey system. The research was conducted between the periods of 2007 to 2008, where the participants were selected from varied institutions on a voluntary-basis. They discovered that the level of interest among the students determines the adaptation of E learning in higher learning institutions. The availability of time by the students also influences the utilization of E learning as an educational medium in the higher learning institutions. Additionally, the findings suggested that female students perceived e learning as less exciting as compared to their male counterparts. The male students perceived e learning to be interesting but they however had minimal time at their disposal to utilize the technology. The findings noted a significant relationship between genders, E learning usefulness, student satisfaction and the ease of use of the educational medium. They concluded that individual perceptions affect the implementation of E learning in higher learning institutions. Tatiyakitti & Soponthammakhum (2011) supports the findings by outlining that individual barriers as well as technological and institutional issues affect E learning implementation in higher learning institutions. The researchers provided that individual factors like attitudes and motivation affected the perception of E learning by students. They also outlined that the learners’ technological skills determines their overall perception of the educational medium which can as well serve as a barrier. However, the researchers pointed out that the traditional learning system is less advantageous as compared to the E learning system (Tatiyakitti & Soponthammakhum, 2011). The classroom learning limits the students control in relation to their learning freedoms. It was noted that E learning has the potential to provide students with a significant level of control through offering a flexible mode of study, location, content and timing which exceeds the traditional mode of study by a big margin. E learning is further learner centered which empowers and motivates employees to learn at their convenience. Swan (2014) however evaluates on the inaccuracies and obstacles students endure while making application for E learning options. More precisely, the Ministry of Higher Education in conjunction with the Scientific Research of UAE presented a list of overseas varsities which facilitated UAE approved degrees; which inconveniently, some of them do not provide online studying programs. This therefore poses inconveniencies to students engaging or planning to engage in E learning among these universities. In order for the students to get effective clarification, they have to countercheck with the Scientific Research and the Ministry of Higher Education that their perceived online degrees would be accredited by the employers and government-departments. Nevertheless, Swan (2014) reveals that is massive potential in online study where multiple universities are anxious in recruiting UAE students into their online and distance learning modes. This is evident as UAE is currently perceived as a priority market especially by higher learning institutions with high-ranking faculty schools. Some of the universities include Lancaster University, UK’s University of Warwick and the University of California Berkeley. Alabdulkareem & Mirza (2011) in their models of E learning adopted in ME expounded on their current applications in higher institutions. Based on the article, the researchers identified that E learning implementation in Middle East countries is currently at varied stages. Some of the ME countries are at their pilot stages of formulating the E learning programs. The article specifically evaluates on the drivers and barriers hindering online studying in Middle East countries and the present E learning initiatives in place. The article identifies Virtual E learning Model as the most common among online universities (Alabdulkareem & Mirza, 2011). The article also points out Hybrid E learning Model present in ME which involves the combination of the E learning Model and the traditional learning system where physical buildings where the learners can register, take examinations and meet faculty members. The article reveals that even though E learning is still in the bud within ME, the system has demand which signifies positivism in the near future. Sabry (2013) confirms the statement through her article on ‘online education spikes in United Arab Emirates’ which provides personal experiences as to why UAE residents prefer to take online studying while pursuing their careers. The writer sites that some of the residents opt for online postgraduate studying because it secures their profession, time and incomes simultaneously. They opt to invest in online studies to secure their future in case of new opportunities. According to the researcher, demands for online doctoral and master’s degree programs have been on a steady rise since the year 2009. Additionally, for students undertaking E learning and online degree programs, the virtual distance mode has proved to be an intriguing learning experience rather than an obstacle. It was noted that virtual learning necessitates students to be extensively upfront and forthright with their academic feedbacks. The author points out that distance learning and E learning programs bring students together in a unique forum through online discussions, participations and assignments supervision (Sabry, 2013). According to Iran (2011) even though E learning is gaining popularity within UAE, there are still multiple challenges facing the system. One of the challenges includes lack of knowledge to understand the system. Despite the massive benefits E learning can bring, students, learning institutions and facilitators have to understand the system in order for it to fructify. Network issues have also been noted by the author a barrier to effective implementation of E learning technology. Some of the students have hard time accessing the online information due to poor connectivity and technological structures. Students’ demographics further determines the E learning efficiency. Technological experiences, gender, interests and learning styles determine the system’s adoption. Most of the learning in UAE have been undertaken in Arabic where English is the second language, hence national or regional implementation of the program may be difficult. Iran therefore notes that relatively small numbers of higher learning institutions in UAE have extensively implemented the E learning technology. Aladwan & Smedley (2012) further identifies on the factors that hinder the E learning impacts. One of the mentioned challenges include institutional challenges where the higher learning institutions incur huge financial and strategic issues during formalization of the system. The financial aspects involved include resources to hire technical and support staffs of the system, maintenance and developing of adequate equipments and funds for the provision of training. Some of the institutions have been caught unaware due to underestimation of funds allocated to the E learning system (Aladwan & Smedley, 2012). Some faculty staffs are further allegiance to the traditional teaching-model due to skepticism on the E learning success in regards to quality, minimal control and work-load. Implementation of the system requires reorganization of the organization in terms of teaching concepts and staffs integration. The students also need the appropriate skills and hard-ware to access the online data effectively. Technical dimensions such as bandwidth and connectivity may be a challenge especially when accessing multimedia data or complex web-pages. In summary, the articles outline that implementation of E learning in United Arab Emirates is still in the bud-stage. Despite the fact that it was recently introduced in the higher learning institutions, students continue facing challenges with the system. However, based on the current trend, it is evident that the UAE residents are anxious to participate in the E learning system. Furthermore, the current developments present a promising future for the system, in regards to emerging learners wanting to pursue their degrees online. 2.0 Objectives and Hypothesis 1.To assess student demographics on the perception of E learning in higher learning institutions. 2.To examine the drivers and barriers of E learning implementation in UAE higher learning institutions. 3.To identify the current E learning initiatives implemented in the higher learning institutions. 4.To forecast on the future of E learning in the higher learning institutions in UAE based on the on-going developments. 2.1 Hypothesis H0There is no significant relationship between student demographics and the perception of E learning in higher learning institutions. H0There are no significant drivers and barriers affecting the implementation of E learning in higher education institutions. H0There are no significant E learning initiatives implemented in UAE higher-learning institutions. H0There is no significant future of E learning in UAE higher-learning institutions irrespective of the on-going developments. 3.0 Methodology 3.1 Sampling The research will prospect 400 participants from United Arab Emirates University in Al Ain. The sample will constitute of 200 students and 200 staffs from the University’s Faculties sourced through a cross sectional sampling technique. The participants will be chosen through random sampling so as to capture participants from different demographics. The sample will have equal representation of the genders where 200 will be male and 200 will be female. Entry for the participants will be anyone above 18 years with an indefinite cut off age so as to collect varied views on the value of the E learning system. The respondents will be selected online through a voluntary participation criterion. 3.2 Tools of data collection An online questionnaire will administered to collect the specific information from the respondents. The online questionnaire will be instituted among 500 participants through random sampling. The 500 online questionnaires will be to carter for the un-replied and incorrectly filled questionnaires which will henceforth be rejected for reliability purposes. Reliability will further be ensured through the incorporation of closed ended questions to achieve consistency. Validity will also be assured through the use of more closed ended questions than the open ended ones to prevent ambiguous answers from respondents which can therefore affect interpretation. The questionnaire will incorporate both open ended and closed ended questions. The online questionnaire method will be employed since it is easy to implement based on the geographical disparity and analyzation. Response rate will be achieved through follow-up email to both the participating staffs and students. The online questionnaire will have 12 simplified questions derived from the research objectives. The questionnaire will compose of three parts. The first part will contain questions on personal details; the second and third part will contain questions relating to E learning usefulness, interests and adaptation. The online questionnaire will profoundly focus on specific key themes, namely: the participants’ interests on the E learning system, their perception towards E learning technology, their ease of use and initiatives on E learning courses and programs. Copy of the questionnaire is attached at the end as Appendix II. 3.3 Data collection The students and the administration will first be issued with an online cover letter outlining on the purpose of the research and the specifics of their filled information. The cover letter will explain on: the study’s importance to assess students’ and faculty’s perceptions towards E learning technology; the usefulness of the system, its user-ability and above all, that their information will be confidential and used only for academic purposes. The participants will thereafter be issued with an informed consent form after acceptance to participate. The cover letter and questionnaire will also debrief the participants on the significance of the experiment. Filling of the questionnaire by an average respondent is going to take 7 minutes where the entire study is going to take a maximum of 3 months. An email will further be used to follow up on respondents who will take longer periods to reply. 3.4 Data analysis The study will institute quantitative analysis method to compile the data after being received from the respondents. The data will be presented in tables, graphs and charts for effective interpretations. Graphs and charts will then be constructed from the data presented in the tables for precise interpretation of the E learning model in UAE. 3.5 Ethical considerations A cover letter detailing the purpose of the study will initially be issued to the participants through email. After authentication, the respondents will further be issued with an informed consent form to necessitate the research. The respondents will further be assured of confidentiality through the provision that the research is strictly for academic purposes and anonymity will be ensured throughout the process. 3.6 Work Plan/Schedule Month Week 1 Week 2 Week 3 Week4 Week 5 October 2015 Choosing of research topic Proposal writing Literature review Completion of literature review and conduction of pilot study Data collection November 2015 Completion of data collection Analyzation of data Analyzation of data Writing dissertation plan, beginning of first draft December 2015 Completion of first draft Discussion of draft with supervisor Second draft Second draft Checking/Proofing Week Activity Week 1 Week 2 Week 3 Week 4 Week 5 Questionnaire Development Sampling Data Collection Proposal writing, submission Data cleaning, analysis and interpretation Thesis compilation Thesis presentation, correction and thesis submission 4.0 Significance of the study Based on the collected data from the UAE students and staffs, the information will assist the institutions to understand on the barriers affecting adaptation of the E learning system. The higher learning institutions can then begin to analyze on how to combat the challenges at their disposal. The institutions can assess the source of the faculty and students’ negative attitudes in order formulate effective measures like online games or training to alleviate the issue. The institutions can also evaluate which course programs or courses have high E learning registrations to expand their acceptability. The UAE government can also utilize the information to assess the challenges students and higher learning institutions face while using the E learning system to formulate ways of promoting its user-ability and popularity within its borders. The system being expensive to implement, the UAE government can chip in through offering free technical training or subsidies to spearhead its adaptation among higher learning institutions. 4.1 Limitations and delimitations One of the limitations that the study is likely to face is completion irregularities of the online questionnaire. Most of the students and staffs are normally occupied or busy where they may ignore the questionnaires. Some of the questionnaires can also be returned late, hence hindering the research. In delimitation, the study ignored literary materials that addressed the general ICT usage in UAE since the study is focused on E learning model as a learning tool. References Aladwan, A. & Smedley, J. (2012). Implementing e-learning in the Jordanian Higher Education System: Factors affecting impact. International Journal of Education and Development using Information and Communication Technology, 8,1: 121-135. Elango, R., Sharjah, S. (2011). Quality of e-Learning: An Analysis Based on e-Learners’ Perception of e-Learning. 1-43. Mirza, A. & Alabdulkareem, M. (2011). Models of e-learning adopted in the Middle East. Retrieved on 9th Oct 2015 from: http://www.sciencedirect.com/science/article/pii/S2210832711000275 Sarkeshikian, S. & Vaezy, Z. (2012). E-learning as a current trend in TEFL: The case of Dubai. 1-5. Vrazalic, L., MacGregor, R., Behl, D. & Fitzgerald, J. (2009). E-learning Barriers in the United Arab Emirates:Preliminary Results from an Empirical Investigation. 4,1-7. Tatiyakitti, W & Soponthammakhum, S. (2011). Empical study critical barriers of E learning. Empirical study of critical barriers of e-learning. 1-55. Iran, H. (2011). A Study on Educational Technology in Dubai Challenges and Suggested Solutions. 1-94. Swan, M. (2014). UAE students considering online study confused by new advice. Retrieved on 9th Oct 2015 from: http://www.thenational.ae/uae/education/uae-students-considering-online-study-confused-by-new-advice Sabry, S. (2013). Online education spikes in the UAE. Retrieved on 9th Oct 2015 from: http://gulfnews.com/news/uae/education/online-education-spikes-in-the-uae-1.1268152 APPENDIX I COVER LETTER OPINION OF STUDENTS AND FACULTY REGARDING E-LEARNING AS A LEARNING TOOL Survey Administration; 09/10/15 Dear Students/Staffs, You are hereby invited to participate in the academic survey pertaining to the effectiveness of E-learning as a learning tool. Participation is voluntary and your information will be used anonymously and for academic analysis only. The study is significant for evaluating the challenges and factors promoting the use of E learning in higher learning institutions. An informed consent letter is also attached for authentication of the study. Please take a few minutes to answer the research questions. Confidentiality is guaranteed. In case of any inquiries pertaining to the research, please contact the survey administrator at surveyadmin@yahoo.com or me at research2015@gmail.com. Thank you for your time and participation. Your’s faithfully, APPENDIX II OPINION OF STUDENTS AND FACULTY REGARDING E-LEARNING AS A LEARNING TOOL The study is to gain your thoughts and opinions regarding E-learning as a learning tool. The study will only take a few minutes of your time. Please where appropriate. Thank you. 1.What is your gender? Male Female 2.How old are you……………… 3.Are you a student or a member of the faculty?…………………………. 3.Do you prefer talking to lecturers or using the E learning system? (for students) Yes No 4.Is E learning easy or complex to use? Easy Complex 5.How can you describe the E Learning experience? Interesting Boring Strenuous 6.Does the E learning offer enough materials and courses? Yes No 7.How can you describe the quality of E Learning as compared to classroom learning? Detailed Shallow Not aware 8.Does E learning help you learn or teach effectively? Yes No 9.Does E learning affect your time management? Yes No 10.Does E Learning as a learning medium motivate you? Yes No 11.In a scale of 1 to 10 how can you rank the effectiveness of E learning system? Yes No 12.How can E learning effectiveness be improved in your own opinion?............................................................................................................................................................................................................................................................................................ THANKS A LOT FOR YOUR PARTICIPATION!! Read More