Attitudes towards E-Learning: An Empirical Study in Kuwait

BY

Hamdan Mubarak Al-Khashab (KUWAIT)

A thesis submitted in partial fulfilment of the requirements for the degree of

Masters of Business Administration (MBA) of the Maastricht School of

Management (MSM), Maastricht, the Netherlands,

July 15, 2007

ACKNOWLEDGMENT

In the name of Allah Most Gracious, Most Merciful….

After working with this thesis research, I would say that it was one of the best things I did

in my life, exploring could be fun sometimes, but it becomes more beneficial if after

accepting the challenges in the life and exploring new knowledge.

It was really interesting to join the Master program and have the opportunity to involve

and share the experience of exploring new ways and pedagogical for developing and

improving the learning process for universities in Kuwait.

My thanks go first and foremost to my Mother, Altaf Al-Mohsen, who has supported and

buoyed me up with love, patience and understanding, and financially as a graduate

student. Special thanks go to my family and closed friends for their kind supports.

I would like to express my thanks also to my committee, my deep thanks to Dr. Huub

Ruel for organizing my thesis and all KMBS academic faculty members.

Finally, my greatest appreciation goes for my colleagues and friends in KMBS and

Kuwait-Ministry of Education, Information Center.

Hamdan Al-Khashab

I

ABSTRACT

The main goal of this research is to find out about the Kuwaiti society’s attitudes toward

e-learning held by a sample of 276 volunteers. A questionnaire based on the newly

developed e-learning scale was used to gather the data. The study proves the scale in an

Arab non-western context.

The results show that there are significant differences in the attitudes toward e-learning

based on educational level. On the other hand, the results show no differences in the

attitudes toward e-learning based on volunteers’ gender. Also, the study exposes that

Kuwaiti students generally have good attitudes towards e-learning.

The study deeply discusses factors associated with the attitudes toward e-learning in

Kuwait. This study contributes to the literature on e-learning studies by systematically

measuring the attitudes towards e-learning in Kuwait.

Key Words: E-learning, Attitudes surveys, Kuwait.

II

TABLE OF CONTENTS

Page

Acknowledgment…….……………………………………………........................ I

Abstract……………….…………………………………………………………... II

Table of Contents…….…………………………………………………………… III

List of Figures………….…………………………………………………………. VII

List of Tables…………….……………………………………………………….. VIII

Chapter 1: INTRODUCTION

1.1 Thesis Overview….…………………………………………………………... 1

1.2 Problem Definition……………………………………………………………. 1

1.3 Research Objectives…………………………………………………………... 2

1.4 Research Hypothesis……………………………………………...................... 2

1.5 Research Methodology……………………………………………………….. 3

1.6 Data Analysis Method………………………………………………………… 3

1.7 Thesis Structure…………………………………………………...................... 4

Chapter 2: LITERATURE REVIEW

2.1 Definition of the E-learning…………………………………………………... 5

2.1.1 Some Notable E-learning Definitions………………………………. 5

2.2 The Evolution to E-Learning……………………………………..................... 6

2.2.1 History Timeline of E-learning……………………………………... 7

2.2.1.1 Instructor Led Training (Pre 1983)…………….................. 7

2.2.1.2 Multimedia Era (1984-1993)……………………………... 7

2.2.1.3 Introduction of Web (1994-1999)………………………… 8

2.2.1.4 The Next Generation Web (2000 to Now)………………... 8

III

2.2.2 Uses of E-learning…………………………………………………... 9

2.3 E-learning Dimensions………………………………………………………... 10

2.3.1 Attitudes…………………………………………………………….. 10

2.3.2 Advantages………………………………………………………….. 10

2.3.3 Disadvantages………………………………………………………. 12

2.3.4 Implementation Barriers……………………………………………. 13

2.3.5 Gender Differences in Attitudes Towards E-learning………………. 15

2.3.6 Educational Level Differences in Attitudes Towards E-Learning….. 15

2.3.7 The Future…………………………………………………………... 15

2.3.7.1 E-learning Web Services…...……………………………... 16

2.3.7.2 Rich-Media Instructors….....……………………………... 16

2.3.7.3 Mobile Learning……….…...……………………………... 17

2.3.7.4 EduCommerce……………...……………………………... 17

2.3.7.5 Knowledge Transfer…...…...……………………………... 17

2.4 E-learning Tends to Fall into One of The Four Categories…………………… 18

2.5 Examples of Seminal Studies in E-learning…………………………………... 18

2.5.1 Newton’s Study (2003)……………………………………………... 18

2.5.2 Cheng’s Study (2006)………………………………………………. 19

2.5.3 Downey et al.’s Study (2005)………………………………………. 20

2.5.4 Aldhafeeri et al.’s Study (2006)…………………………………….. 21

2.5.5 Gupta et al.’s Study (2004)…………………………………………. 23

2.5.6 Douglas and Van Der Vyver’s Study (2004)……………………….. 24

2.5.7 Alghazo’s Study (2006)…………………………………………….. 25

2.5.8 Abouchedid And Eid’s Study (2004)……………………………….. 26

2.6 Kuwait and E-learning………………………………………………………... 27

2.6.1 Kuwait Internet Backbone………………………………………….. 27

2.6.2 Awareness and Education in Kuwait…...…………………………... 29

2.6.3 Computers in Schools………………………………………………. 30

2.6.4 Kuwait University Education……………………………………….. 31

2.6.5 Kuwait E-Government Plans……………………………………….. 32

IV

2.6.6 E-Schools in Kuwait……………………………………................... 32

2.7 Summary……………………………………………………………………… 33

Chapter 3: RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction…………………………………………………………………… 35

3.2 Problem Statement………………………………………………..................... 35

3.3 Research Objective…………………………………………………………… 35

3.4 Methodological Framework…………………………………………………... 35

3.4.1 Research Hypotheses……………………………………………….. 35

3.4.2 Target Population and Sampling Method…………………………... 36

3.4.3 Research Limitations………………………………………………... 37

3.5 Research Design………………………………………………………………. 37

3.5.1 Data Collection Instrument and Sourced……………….................... 37

3.6 Data Analysis Method………………………………………………………… 37

Chapter 4: DATA ANALYSIS, FINDING AND DISCUSSION

4.1 Descriptive Analysis………………………………………………………….. 39

4.1.1 Reliability……………………………………………….................... 40

4.1.2 Validity………………………………………………….................... 41

4.1.3 The Kaiser-Mayer-Olkin (KMO) Measure and Bartlett Test………. 43

4.2 Hypotheses Testing…………………………………………………………… 44

4.2.1 Negative Attitudes towards E-learning Hypothesis………………… 44

4.2.2 Gender Differences Hypothesis…………………………………….. 46

4.2.3 Educational Level Hypothesis……………………………………… 47

4.3 Discussion and Finding…………………………………………...................... 49

V

Chapter 5: CONCLUSION, RECOMMENDATION, AND FURTHER RESEARCH

5.1 Conclusion………………………………………………………..................... 50

5.2 Implications…………………………………………………………………… 50

5.2.1 Research Implications………………………………………………. 50

5.2.2 Policy Implications…………………………………………………. 51

5.3 Recommendations………………………………………………...................... 51

5.4 Further Research……………………………………………………………… 52

References………………………………………………………………………… 53

Appendix A: Questionnaire (English)…....…………………………...................... 60

Appendix B: Translated Questionnaire (Arabic)…..……………………………... 61

VI

LIST OF FIGURES

Page

Figure 2.1 Kuwait Telephone, Internet and PC Users growth between 2002 and

2005…………………………………………………………………….

27

Figure 4.1 Scree Plot……………………….……………………………………... 43

VII

LIST OF TABLES

Page

Table 2.1 PC Use Indicator………………………………………………….. 29

Table 2.2 IT Opportunity Evaluation………………………………………... 31

Table 4.1(a). Descriptive statistics based on educational level…………………. 39

Table 4.1(b). Descriptive statistics based on gender……………………………. 39

Table 4.1(c). Descriptive statistics based on age………………………………... 39

Table 4.2 Item-Total Statistics………………………………………………. 40

Table 4.3 Total Variance Explained…………………………………………. 41

Table 4.4 Descriptive Statistics……………………………………………… 44

Table 4.5 One-Sample Two-tailed T-Test Results…………………………... 45

Table 4.6 One-way ANOVA Results for Gender differences in Attitudes

towards e-learning…………………………………………………

46

Table 4.7 One-way ANOVA Results for Educational Level differences in

Attitudes towards e-learning………………………………………

47

VIII

CHAPTER ONE

Introduction

1.1 THESIS OVERVIEW There has been a spectacular development in the use of E-learning in the past few years,

and consequently, computer-mediated communication has attracted more attention. When

e-learning was introduced, it had created excitement among researchers and practitioners.

Many educators and researchers had high hopes for e-learning, believing that it would

provide more access to information and communication, and would ultimately lead to a

new revolution in education. Several studies have been conducted to examine attitudes

towards e-learning in the West and other parts of the world. However, virtually no

research exists in this area in the Arab world.

1.2 PROBLEM DEFINITION

The importance and relevance of technology in education has gained momentum and

research on e-learning has become pivotal to expand the new frontiers of education. The

discourse on e-learning has focused on topics such as the effectiveness of e-learning

(Harasim, Hiltz, Teles, & Turoff, 1996; Stommen & Lincoln, 1992; Webster & Hackley,

1997), evaluation of distance education (Clark, 2000; Magalhaes & Schiel, 1997;

Thomas, 2000). E-learning issues (Banas & Emory, 1998; Jonassen, 1992; Sherry, 1995),

comparison of traditional and online learning (Ponzurick, France, Russo, & Cyril, 2000),

and learning needs of organizations and their human resources amidst the technological,

social, and economic forces affecting the world (Gotschall, 2000; Karon, 2000). Though

not exclusive, and with little synthesis existing among these topics, the importance and

challenges of e-learning is omnipresent.

Because e-learning is imperative for government, business, academia, and professional

associations, and because these institutions are major players in the advancement of e-

learning, it is important to recognize and synthesize what these institutions say about the

purpose and features of e-learning and also, trends in e-learning. This basic information

1

can be the formulation for focusing research on e-learning. Thus, this analysis of e-

learning initiates the following questions:

1. What is the purpose of e-learning?

2. What are the demographic factors affecting e-learning?

Different researchers from different parts of the world discussed attitudes towards e-

learning. However, we found that there is a lack of research in this area in Kuwait. This

can be related to the belated introduction of the e-learning system and the traditional

viewpoint towards education in this part of the world. By studying the attitudes towards

e-learning in Kuwait, we try to fill this research gap in an Arab non-West context.

1.3 RESEARCH OBJECTIVES

Few studies analyzed the attitudes towards e-learning. Our study aims to fill this gap by

analyzing the attitudes toward e-learning in Kuwait. More specifically our objective is to

analyze the Kuwaiti society's attitudes and expectations towards e-learning, examine the

impact of some variables such as gender and educational or literacy level on the attitudes

towards e-learning in Kuwait, and test the validity of the recently developed e-learning

scale in a non-Western culture sphere.

1.4 RESEARCH HYPOTHESES

In this research it is hypothesized that:

H1: Kuwaiti participants will report negative attitudes towards e-learning (as expressed

by lower scores on the e-learning scale).

H2: There will be no statistically significant difference in attitude towards e-learning

based on gender.

H3: There will be a statistically significant difference in attitude towards e-learning based

on educational level.

2

1.5 RESEARCH METHODOLOGY

A normal sample was selected to obtain the research objectives. The sample consists of

276 students. It includes participants from different age groups and educational levels.

The questionnaire was offered in different places such as universities and different

educational institutions. Some of the participants were contacted by face to face, phone

and e-mail in order to get more details about their opinion on the questionnaire.

Cheng (2006) created a scale that assesses attitude towards e-learning. This scale consists

of 15 items. This scale is used in the current study. This scale has been reported to be

valid and reliable. Cheng (2006).

First, the fifteen item e-learning scale was translated into Arabic. Then, the scale was

translated back into English by a bilingual expert to make sure that the content was kept

without change.

1.6 DATA ANALYSIS METHOD

Factor analysis will be used as the main procedure of data analysis. Factor analysis is a

technique which presents a number of variables, or hidden variables as they are often

referred to. A factor is a continuous hidden variable which is assumed to account for

relationships in the data. The identification of factors is important for at least two

reasons:

• It can provide useful theoretical insights into fundamental relationships and

patterns in the data.

• It can enable data containing highly related variables to modelled using

generalized linear models (GLMs).

A difference can be made between two different types of factor analysis, exploratory and

confirmatory. Exploratory factor analysis which is going to be used in this study

identifies relationships among variables that are often far from the obvious in the original

data. The purpose is to summarize and describe the data by grouping related variables

3

together (Hutcheson and Sofroniou, 1999). ANOVA test procedure will be used to

examine the research hypotheses.

1.7 THESIS STRUCTURE

This thesis consists of five chapters. The first chapter is the introductory chapter,

summarizing what the thesis is about. The second chapter is the literature review, in

which previous theories and models related to our study topic will be analyzed. The third

chapter discusses the research design and methodology. The main topic of chapter four is

data analysis and discussion. Finally, we end with our conclusions, recommendations,

and directions for future research in the fifth chapter.

4

CHAPTER TWO

Literature Review

2.1 DEFINITION OF THE E-LEARNING

E-learning is the acquisition and use of knowledge distributed and facilitated primarily by

electronic means. This form of learning currently depends on networks and computers,

but will likely evolve into systems consisting of a variety of channels (e.g., wireless,

satellite), and technologies (e.g., cellular phones, personal digital assistants) as they are

developed and adopted. E-learning can take the form of courses as well as modules and

smaller learning objects. E-learning may incorporate synchronous or asynchronous access

and may be distributed geographically with varied limits of time (Wentling, Waight,

Fleur, Wang, and Kanfer, 2000).

2.1.1 Some Notable E-Learning Definitions

Various authors on this topic have provided many definitions on e-learning. Below are a

few notable ones:

1. E-Learning is instruction that is delivered electronically, in part or wholly – via a

Web browser, through the Internet or an intranet, or through multimedia platforms

such as CD-ROM or DVD (Hall, 1997).

2. E-Learning is a structured, purposeful use of electronic system or computer in

support of the learning process (Allen, 2003).

3. E-Learning covers a wide set of applications and processes, such as Web-based

learning, computer-based learning, virtual classrooms, and digital collaboration. It

includes delivering content via the Internet, intranet/extranet (LAN/WAN), audio

and videotape, satellite broadcast, interactive TV, and CD-ROM (ASTD, 2001).

4. E-learning is training delivered on a computer (including CD-ROM, Internet, or

intranet) that is designed to support individual learning or organizational

performance goals (Clark and Mayer, 2003).

5

5. Web-based training [an alternate term for e-learning] is the integration of

instructional practices and Internet capabilities to direct a learner toward a

specified level of proficiency in a specified competency (Conrad, 2000).

2.2 THE EVOLUTION TO E-LEARNING

The E-learning models of today are analogous to the earlier distance learning approaches.

The roots of E-learning can be, therefore, traced back to the correspondence course

model of learning. One of the first correspondence programs in the U.S. was developed at

Pennsylvania State University in 1892, where the main mission was to provide higher

education access to remote and rural areas (Banas et al., 1998). In later years, the

correspondence model was further developed into a more robust distance education

program with the integration of technology. During its heyday in the 1920s and 1930s,

school such as Penn State experimented with the use of radio to broadcast their

correspondence course lessons nationally. To keep pace with the demand generated by

the GI Bill in the 1950s, prestigious universities such as Columbia, Chicago, and Penn

State launched several distance education programs.

In recent years, the knowledge based economy has exhibited a pervasive and ever

increasing demand for innovative ways of providing education and this has led to

dramatic changes in learning technology as well as organizations. As the new economy

requires more and more people to acquire new knowledge and skills in an appropriate and

effective manner, the advancement of computer and networking technologies are

providing a diverse means to support learning in a more personalized, flexible, portable

and on-demand manner. These radical and sweeping changes in learning needs and

technology have catapulted a revolutionary transition in modern learning tools in the

backdrop of the internet, commonly referred to as e-learning. In the midst of this

transition, corporations, government organizations, and educational institutions have to

keep pace with the e-learning phenomenon and make strategic decisions on how to adopt

e-learning techniques in their unique environments (Zhang et al., 2004).

6

Practitioners (Berry, 2000; Cone and Robinson, 2001; Rossett, 2002) and researchers

(Salas et al., 2002) agree that technological advances are dramatically altering the

training and development landscape. In particular, the increased use of Internet

technologies to deliver training has been heralded as the e-learning revolution (Galagan,

2002). Although precise estimates for growth in e-learning vary, published estimates

indicate that organizations have increased and will continue to increase the use of

technology to deliver training (Rossett, 2002).

2.2.1 History Timeline of E-Learning

E-learning evolved gradually through the phase of time. Computers and Internet are

major roles in bring e-learning to what it is today. Education has various standards in

many countries and regions. Software’s are designed to meet various these standards and

academic curriculum. Below we shall discuss a brief timeline on the evolution of e-

learning.

2.2.1.1 Instructor Led Training (Pre 1983)

Prior to the availability of computers everywhere and with everyone, Instructor Led

Training (ILD) was the primary training method. ILT allowed students to focus on their

studies and to come in direct contact and interaction with their instructors and classmates.

Drawbacks of ILT were high costs and time. Students had to ensure to take time off from

all other activities and be enrolled into academic institutions and spend most of their time

there. These also hiked and educational expenses whereby it was not easy for everyone to

afford these standards.

2.2.1.2 Multimedia Era (1984 to 1993)

The mid 1980’s and early 1990’s saw a much changing computer era. Most of the people

started to understand the importance of computers and it started to become a need rather

than a luxury product. Various operating systems like Windows, Macintosh for Apple

Computers with their easy to use Graphical User interface made it easy for the users to

take a much more liking towards computers. Applications also evolved with higher

standards focusing on the ease of use by the end-users. Microsoft’s Office package that

7

included standards day-to-day applications like MS-Word, MS-Excel, MS-PowerPoint,

MS-Access and such added software’s made using programs easier. Out of this

applications such as PowerPoint became handier tool for e-learning. CD-ROM’s made it

easier for these programs to be carried and stored easily rather than carrying multiple

numbers of Floppy Disks. All this led to the advancement of the multimedia era.

With the use of multimedia applications and in an attempt to make training more

transportable and visually engaging, Computer Based Training (CBT) courses were

delivered via CD-ROM. This availability of anytime, anywhere via CD-ROM’s provide

time and cost savings compared to the ILT’s and gradually reshaped the training industry.

These too had its disadvantages. Despite these benefits and saving of time and cost, these

courses lacked the personal student-instructor interaction and dynamic presentations

making the experience somewhat less satisfying. Students started to find it slower and

less engaging.

2.2.1.3 Introduction of Web - (1994 - 1999)

Introduction of the internet and the World Wide Web, gave insights into training

providers to explore its potentiality and find ways to improve training. The introduction

of email, Web browsers, HTML, media players, low fidelity streamed audio/video and

simple Java began to change the face of multimedia training.

CBT’s improved with text and graphics, but the graphics provided were of low quality.

E-mails provided standards whereby CBT’s and similar contents could be reached to

students with ease, but care had to be taken for these files to be of small file size due to

the Internet bandwidth capacity.

2.2.1.4 The Next Generation Web (2000 to now)

Various technology advancements have enhanced the way e-learning has shaped today.

Application like Java and other IP (Internet Protocol) applications help streamlining rich

media. Internet has evolved with high bandwidth lines enabling users to access large files

8

easily and with speed. This has led to a combination of ILT along with electronic

highway. Today, live instructor led training (ILT) via the Web can be combined with

real-time mentoring, improved learner services and up-to-date. This growth in Internet,

Web enables instructors to deliver high quality content directly to the users.

With the evolution of PDA (Personal Desktop Assistants) and Smartphone and wireless

technologies such as WLAN (Wireless Local Area Network), GPRS (Global Packet

Radio Service) web based contents and emails can be accessed from anywhere, anytime.

These enhanced training solutions provide greater cost savings, higher quality of learning

experience and are the educational standards are being revolutionise and changing to

adopt e-learning as the basis for many educations levels.

2.2.2 Uses of E-Learning

E-Learning is used in everywhere and across all types of areas. Businesses – private or

public sectors, non-profit organisations, NGO’s (Non-governmental organisations) and

educational institutions. E-learning is deployed with the objective of enhancing the

students knowledge and cost saving. E-learning also helps to reach geographically

dispersed groups, to provide “anywhere-anytime” learning, to provide consistency, to

ensure compliance with regulations, and to improve productivity, to name just a few.

Businesses used e-learning for introduction or orientation learning of the organizations

and their products and services in addition to remedial training, to provide certifications,

to promote products and services, to support organisational initiatives and to keep up to

date with the latest software’s. Educational institutions used it for broadening the

academic scope. E-learning can provide much more references and learning scopes than

the ones provided in the usual text books. Class assignments can become assigned to the

students and also submitted back using e-learning portals.

9

2.3 E-LEARNING DIMENSIONS

2.3.1 Attitudes

Previous researches found by and large a favourable attitude towards e-learning. For

example, Peters (1993) explored the possible benefits provided by e-learning. Results

show great conformity to deriving benefits of e-learning in both teaching and research.

However, faculty members in this study expressed certain reservations regarding the

future implementation of e-learning at the university; for example: “One day the

university will receive all its learning provision through e-learning”, “e-learning will help

faculty members develop better teamwork and inter-personal skills” and “Implementing

e-learning at the university will make faculty members flock to sophisticated

technologies in teaching”. These attitudes reflect faculty members’ lack of trust in one

another’s ability in using advanced technologies in teaching as well as in building up

teamwork spirit in the workplace.

The most appreciated aspect of Web-enhanced instruction was the enhancement of

communication opportunities with the course instructor, followed by the availability of

instructor’s presentations through the internet, getting grades from the web, online

submission of assignments, posing questions through the internet, saving time, thorough

understanding of the course materials, and enhancing communication opportunities with

classmates respectively. However, most female students preferred having a hardcopy of

the course syllabus rather than printing it from the web.

2.3.2 Advantages

Previous researches listed several advantages for e-learning. These include:

1. Obtaining grades from the Web.

2. Communication with the course instructor.

3. Discussions on course content through the discussion-board.

4. Easy access to course related materials.

5. Submitting assignments through the Web.

10

6. Enhancement of course understanding.

7. Communication with classmates.

In one study (Tunison, 2001); autonomy/freedom has been listed as the most common

student response to the question of benefits of a virtual school course. Although, most

students identified the teacher as the ultimate source of information, many students

enjoyed the opportunity to work on their own and to figure out things for themselves

without having to wait for their teacher to tell them what to do. A grade-8 student

(Canadian Secondary School) wrote, “You can challenge yourself, and get a real taste of

what high school is going to be like… You can see how well you can do without a

teacher to always turn to.” Another student put a slightly different spin on this theme:

“You don’t get into trouble for doing nothing; you don’t have to log on everyday”. These

students felt empowered and in control of their own learning and they appreciated the

opportunity to make decisions about when, where, and for how long they worked on their

cyber school tasks. This student’s statement encapsulates this sub-theme. “I got to choose

when I wanted to do parts of the course, like if I was sick I could leave or come back and

do more later on. I could also do more at a time instead of having to quit when the bell

rings. I didn’t feel as rushed”.

Flexibility also has been listed as a major advantage of e-learning. Flexibility in a variety

of forms was also an often-identified positive feature of the on-line school. Students were

able to work at home, to get extra credits that did not fit into the regular school day,

and/or to take a course that was not offered at their home school, particularly for the

grade-8 students.

The advantages can be summarised as follows:

• Flexibility, accessibility, convenience.

• Multimedia capability.

• Increased reliability.

• Cross-platform capabilities.

• Web browser software and Internet connections are widely available.

11

• Inexpensive worldwide distribution.

• Ease of update.

• Just-in-time, personal, adaptive, user-centric.

• Travel cost and time savings.

• Can take it multiple times (improved retention, comprehension).

2.3.3 Disadvantages

Every application has two sides. E-Learning also has its disadvantages:

• Access capabilities: Application accessibility should be ensured 24x7x365.

• Internet connection speed/bandwidth: Care should be taken to ensure that

students with low bandwidth also can access these.

• Cost (longer development time): The subsequent section will discuss about the

various implementation barriers, but one of the observed factors here is the high

cost and long time of development used in bringing an effective e-learning

platform to its users.

• Developer limitation: This is still a platform in its growing stages due to which

the developers still have many limitations to consider in developing these

platforms.

• Type of content (not all content is suitable for e-learning): It has to be ensured

that all contents provided are suitable for e-learning, but with the educational

institutions are not yet ready to adapt to the e-learning capabilities due to which

many of the contents cannot be adopted to the e-learning platforms.

• Learner motivation and initiative: Students are used to ILT’s and hence the

adoption to an e-learning platform is still at the beginning stages. For this, the

initiatives of the users have to be developed upon and the interest level has to be

increased.

• Loss of a live (physically present): Instructor may cause concern for some

learners and lack of instructors may not be perceived as a positive sign at many

educational institutions. This can be perceived negatively and hence poses a threat

to the growth of e-learning.

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• Portability: E-learning platforms should be made portable and compatible to all

computer applications via CD’s, DVD’s and Internet.

2.3.4 Implementation Barriers

Several barriers to the implementation of e-learning had previously been identified in the

literature. The examples are:

1. Increased time commitment (workload) for academic staff.

2. Development time.

3. Delivery time.

4. Lack of extrinsic incentives/rewards.

5. Lack of strategic planning and visions.

6. Lack of support.

7. Lack of training in technological developments.

8. Lack of support for pedagogical aspects of developments.

For example, in one study (Mihhailova, 2006) the main problems concerning e-learning

were summed up as follows:

• Lecturers’ lack of time. Mainly it is related to preparing the e-course and

adjusting existing courses into e-course format.

• Lack of clarity in compensation system. E-learning is different from ordinary

learning and teaching. Unfortunately, so far no clear rules have been formulated

as to how to measure and pay fairly for the work of an e-teacher.

• Uncertainty on how to measure teaching quality and little interest in co-

operation between e-course developers. It appears to be still unclear about how to

measure teaching quality in e-learning and also the rules and guidelines on how to

prepare and develop a good e-course are missing.

• Learning materials and time management. In case of ordinary learning situation,

the planning and time management is being done for the student by curriculum

administration department. But in case of e-learning course, the student

13

himself/herself has to take active role in it and that necessitates much more self-

discipline and becomes one of the major issues why students drop e-courses. The

best learning results can be achieved and number of dropouts reduced if an

admixture of ICT means (Web-Cameras, videoconferencing etc.) as rich as

possible, are being used and blended and when this is done, the negative side

effects of web-learning would almost be trimmed down to make the e-learning

process an exceptional and exhilaratingly great experience.

• Loss of “teacher’s aura” and possibility of discussion. Some special subjects

(e.g. social work, law etc.) require a lot of discussion and quick feedback and that

makes the notion of turning these courses into full-fledged e-courses highly

questionable. Blended learning offers solution: lectures in virtual environment,

seminars, and practical assignments in class room – in face-to-face environment.

• Time-management. Although students find themselves at ease and working at

their own pace as a benefit of the on-line school, they struggled with

procrastination in their academic work because their teachers did not set deadlines

for their Cyber School projects, making it easy to put them off. Old students of e-

learning in particular mentioned this setback that impedes the academic

attentiveness and time consciousness.

• Technology. The technology issues followed two main themes: hardware

problems with the school’s network server and Internet bandwidth issues that

prevented students from uploading their assignment files easily.

• Lack of face-to-face communication. Some younger students expressed regret

that they were not able to sit in math class with their peers.

• Comparison to regular courses. Some students felt that their on-line course work

was more difficult than the work their peers in normal regular school were doing.

Others said that they felt their Cyber School courses took more time than that of

their peers in regular courses. One had also remarked that there was a drop in his

math score in the on-line school compared to what he had obtained in a regular

course the previous year.

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2.3.5 Differences In Attitudes Toward E-Learning Based On Gender

Previous research generally found no differences between males and females in attitudes

towards e-learning. For example (Abouchedid & Eid, 2004) found no significant

differences between males and females on the interest scale except on four items. To

substantiate, females registered a lower mean rank (124.1) in web teaching than males

(144.9) with P<0.05, i.e. they did not favour Web teaching and were also not interested

when compared with males in using technology in the classroom as well as in displaying

their course syllabus on the net. Females, however, were significantly (P<0.05) more

interested than their male counterparts in receiving e-learning training.

Generally speaking, gender does not have an obvious effect on the students’ level of

acceptance in applying e-learning for business courses. However, the means for males

almost always appeared to be higher than those for females.

2.3.6 Differences in Attitudes towards E-Learning Based On Educational Levels

Generally speaking, the experience of applying e-learning has been found to play an

important role in e-learning. For example, in one study (Cheng, 2006) the survey results

indicated that the students who opted e-learning for business courses were found to be

much more willing to utilize e-learning again. It is easy to see that students who applied

for e-learning for business courses have a positive attitude and inclination towards the e-

learning.

2.3.7 The Future

As discussed earlier, e-learning has already revolutionised the educational patterns in all

areas. E-Learning is not limited to the boundaries of academic institutions like schools,

colleges and universities but is applicable to all kinds of areas where leaning is a

continuous process. We shall now discuss as to various aspects that will be affected by

the introduction of e-learning.

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2.3.7.1 E-Learning Web Services

Today companies offer their applications to scale and meet the requirements of small,

medium and large scale organisations. E-Learning is not just limited to academic

qualifications but to all levels were learning is a continuous process. E-Learning service

providers will also start to look at this kind of product scalability where it is affordable to

all. Use of ASP (Application Service Provider) based applications will be of greater

advantage towards e-learning. An ideal e-learning ASP-based product will enable

multiple authoring permissions with editorial hierarchy. This will not only be for content

publishers within the corporation, but also for other developers and development

companies that are partners with the organization.

Many IT courses and administration today happens over the Internet. Microsoft, Cisco

and other major software and application vendors conduct their learning and evaluations

over the Internet. Product updates and improvements from e-learning ASP based

companies will simultaneously occur across their entire client base, enabling faster

deployment, lower cost per user and more profit potential.

2.3.7.2 Rich-Media Instructors

Use of rich-media instructors will become an industry standard for all types and levels of

users throughout the enterprise. Improvements to technology are happening on a daily

basis and these improvements are helping the growth of e-learning. Content developers

are customising the e-learning platforms based on age, race, style and academic levels

and these are being deployed locally and internationally. Keep these above in view;

products are developed with a global view. Companies are leveraging into this easy to

use content creation platform, brining improvements in their product. These have also

helped to keep the development costs down and increased e-learning usage across the

enterprise. These improvements will ultimately result in smarter employees and add more

money to the bottom line.

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2.3.7.3 Mobile Learning

Mobile learning or e-learning, is another potential area of growth and catching the market

a fast pace. Ease of use is one of the major focuses in this field. It will ensure that these

kind of media can be accessed easily with very little bandwidth requirement. The

platform of choice in this will be Flash based. Macromedia Flash has helped the graphic

developers to bring high quality content onto various platforms. This will bring life-like

instructors and bring classrooms to the students and deliver e-learning with greater

results.

2.3.7.4 EduCommerce

In a business environment where higher sales are expected all the time, e-learning tools

will play a big role. Sales happen today over the web in many areas. Although this is

happening and growing at a constant pace one of the main concerns of the customers is

their requirement to know more about the product. This every growing thirst for

knowledge on the product and services can only be covered with e-learning. Knowledge

of the products and services offered have to be presented in the most basic and technical

levels acceptable for customers of all age and knowledge levels.

The way to quench this thirst for customer knowledge is by providing rich-media

solutions with very little bandwidth consumption. Focus has to be always kept that all

customers do not have high bandwidth internet and hence quality, informative and

interactive contents have to provided under low bandwidth.

2.3.7.5 Knowledge Transfer

Employee training is an area that all successful companies today focus in. Employees are

the capital of a company and these successful ventures ensure that they invest into

training the employees. Many times this is done by sending the employees to various

places. Train-the-trainer and employee-to-employee knowledge transfer are also in effect.

E-learning is now being customized to meet the requirement of the particular

organizations and their departments. This is targeted at delivering quality and in depth

knowledge specific to the organization and especially for the employees and their work.

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2.4 E-LEARNING TENDS TO FALL INTO ONE OF THE FOUR CATEGORIES

Providing content (often corporate and IT training): Within this category there are three

subcategories:

1. Companies that develop content and sell to all who choose to enrol.

2. Those that aggregate content developed by others.

3. Those that custom-design content for the specific needs of an organization.

Three organizations that evaluate on-line content are LGuide.com, Brandon-Hall.com and

Arthur Andersen Consulting.

Providers of learning platforms: Learning platforms are the infrastructure that facilitates

the development and delivery of on-line courses. Providers include Blackboard.com,

focusing on the tertiary market, Saba.com, Docent.com and Mindlever.com, focuses more

on the corporate market.

Providers of consulting services: To advise institutions on how to establish and develop

an on-line learning initiative.

A complete package: Some e-learning companies are attempting to do all the above but

apparently some are finding this difficult as they acquire other companies that offer a

service that differs from their own and must try to incorporate multiple services and

organizational structures too rapidly.

2.5 Examples of Seminal Studies in E-learning

Many studies have been conducted in this field by many authors. Below we shall

highlight a few of the studies.

2.5.1 Newton’s Study (2003)

The paper deals with the issues perceived as being important “barriers” to using

technology in teaching and learning within the academic staff community working in

higher education in the UK.

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Methodology and Data Analysis:

The empirical data was gathered using questionnaires distributed to 300 academicians in

the Information Technology sector of UK. The questionnaire was divided into three main

sections: (1) teaching experience using technology; (2) staff perception on usefulness of

technology; (3) additional comments and suggestions. The respondents were selected via

institutional websites. This study focused primarily in the Information Technology field.

The statistical software package SPSS was used to analyze and present the data.

Result:

A virtual learning environment does not necessarily mean that they do not feel that these

initiatives are important. The study shows that although a lack of clarity is evident in

distance learning, yet this shows that there is a willingness to participate in this activity

which reflects the intrinsic values played by academic staff on teaching and learning.

Virtual learning environment barriers are not related to institutional support.

Organisational encouragement is important towards the progression of innovation.

Organisation should ensure that effective strategies are in place prior to implementing

web based distance learning.

2.5.2 Cheng’s Study (2006)

This research thus used a technical college in Taiwan to survey students’ level of

acceptance in applying e-learning for business courses. The purpose of the study was to

provide a clear reference for developing and promoting e-learning in all business courses.

Methodology and Data Analysis:

This research adopted a questionnaire survey in three stages. The first stage was to

receive the inputs from professional academicians in the related field. The second stage

targeted students from various departments; 45 in total. The final stage was a second

batch of students excluding the first 45 from the various departments and this batch

totalled to 180 students. The data was tested using Chi-square test.

19

Result:

E-learning will not reduce the difficulty of the coursework nor improve students’ grades.

1. Gender does not have an obvious effect on the students’ level of acceptance in

applying e-learning for business courses.

2. The experience of applying e-learning for business courses played a key factor in

affecting the level of acceptance.

3. School systems do not play a key factor in affecting students’ level of acceptance

in applying e-learning for business courses.

4. Computer skills do not play a key role affecting students’ level of acceptance in

applying E-learning for business courses.

5. The experience of applying e-learning greatly influences students’ level of

acceptance in applying e-learning for business courses.

2.5.3 Downey et al.’s Study (2005)

The purpose of this study was to investigate possible relationships between national

culture and the usability of an e-learning system. The theoretical frameworks that were

used to guide this study were Hofstede’s cultural dimensions and Nielsen’s usability

attributes.

Methodology and Data Analysis:

The study was done to find out the usability and culture variables that might influence the

relationship between national culture and the usability of an e-learning system.

This section describes the methodology aspects of the study. Included in these

descriptions are discussions on the study’s variables, population and sample,

instrumentation, data collection and data analysis procedure. The Usability variable under

Downey’s study were Learnability (ease of learning), error (rate of errors), and

satisfaction (user satisfaction) were the three usability attributes that were used to guide

the usability aspect of this study (Nilsen, 1993). In this study, error rate was included in

learnability.

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The population for this study was composed of thirty attendees in an international

workshop on training improvement held in Penang, Malaysia. These people were selected

for this study because of the attendees’ diverse cultural backgrounds and their underlying

interest in all forms of training and instructional delivery. The samples consisted of

various nationalities from Canada, China, Denmark, Ethiopia, France, India, Indonesia,

Italy, Libya, Malaysia, Singapore, Thailand, the United States, and Zimbabwe.

Result:

The study targeted major areas “Power Distance and the Usability of an E-learning

System”; “Relationship between Individualism and Collectivism and Usability of an E-

learning System”; “Relationship between femininity/masculinity and the Usability of an

E-learning System”; “Relationship between Uncertainty Avoidance and the Usability of

an E-learning System”. The results were as follows:

1. The higher an individual’s power distance score (e.g. greatest acceptance of

unequal distribution of power), the higher their time and clicks in the e-learning

tasks.

2. Individuals from collectivist societies found the system more satisfying to use

versus those from individualistic societies.

3. With regard to the femininity/masculinity factor, there was no significant

relationship with any of the three usability variables. For all the three variables the

relationship was negative but very small.

4. Participants who were least likely to accept risk were also the ones who made the

most errors in navigating the e-learning system.

2.5.4 Aldhafeeri et al.’s Study (2006)

The purpose of this study was to investigate teachers’ opinions of the impact of e-

learning on the public education system in Kuwait.

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Methodology and Data Analysis:

The framework set out in this study is grounded on the assumption that the use of the

Internet in schools introduces some new competencies and leads to a new level of

standard that reflects knowledge and skills contained in the curriculum. The hypothesis

discussed about E-learning not having a statistically significant effect on making students

competent in the areas of:

• Basic operations and computer concepts.

• The ethical and human issues of technology.

• Productivity tools.

• Research tools.

• Problem-solving and decision-making tools.

• Communication tools.

Data was collected using questionnaires designed using the Likert 5 point scale from

Strongly Disagree to Strongly Agree. The study was done in Kuwait within the Kuwait

teachers from randomly selected public schools. The sampling was done on grade span,

school gender (schools in Kuwait are segregated by gender), and school districts (the

Kuwait educational system is divided into six school districts). Six hundred

questionnaires were sent out with an 83%.

The purpose of the testing the hypotheses was to know which requirements of the e-

learning competency areas could be met upon implementing e-learning in Kuwait public

schools. From the data collected from teachers and students, the study revealed that the

personnel involved in the educational system in Kuwait ought to consider the e-learning

competency areas upon implementing e-learning in Kuwait’s educational system.

Result:

Six e-learning areas were tested in this study. These were:

1. Basic operations and computer concepts.

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2. Ethical and human issues

3. Productivity tools

4. Research tools

5. Problem-solving and decision-making tools

6. Communication tools.

This was done to understand which requirements of the e-learning competency areas

could be met upon implementing e-learning on Kuwaiti Public Schools. The importance

of e-learning vests upon the Kuwait Ministry of Education (MOE). MOE should have the

basic infrastructure in place and support from Political areas and adequate funding. E-

Learning should be recognised as a guide to standard learning in curriculum

developments. The results also show the gender differences in communication where

male school teachers scored higher than female school teachers.

2.5.5 Gupta et al.’s Study (2004)

The aim of this study was to determine the attitudes about the e-course website of third

year dental students and members of teaching staff. The level of access and the successful

aspects of the e-course website were specifically sought.

Methodology and Data Analysis:

A questionnaire was used to obtain the opinions from students about the e-course

website. This questionnaire was piloted and refined before being distributed to the third

year students (65 students). The third year students were selected because most of the

content on the E-course website relates to specialty teaching, which takes place mainly in

the third year and early fourth year of the dental program. All responses to the

questionnaire were treated anonymously and this was stated on each questionnaire.

Qualitative, semi-structured interviews were carried out with four members of staff,

representing contributors and non-contributors to the e-course, to ascertain their opinions

and attitudes towards the e-course website. Each interview was recorded on an audiotape

and transcribed for theme analysis.

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Result:

A total of 57 questionnaires were completed, giving an 88% response rate. Out of the

total responses received, 95% of the students sample reported using the internet. From the

study it was understood that 79% wanted the e-course to be used as a supplement to the

undergraduate program and a few 7% wanted the E-course to replace formal lectures.

Students recognized the limitations of the E-course and the importance of the lectures.

2.5.6 Douglas and Van Der Vyver’s Study (2004)

This paper described the results of a designed experiment to measure the effectiveness of

two pedagogical approaches in an e-learning environment.

Methodology and Data Analysis:

The hypothesis in this study was to find out if ‘making all the text’s multiple choice

questions with answers, available to off-campus students enrolled in the database unit

improve student performance on the final examination?’ focusing on three areas:

1. Multiple choice portions.

2. Theory portion.

3. Practice portion.

To answer the major research question and test the associated hypotheses in this study, a

two group multiple analysis of variance (MANOVA) was used to analyze the data.

Result:

The multivariate statistics indicated a significant model in other words the treatment was

significant. Duncan’s Multiple Range test and Tukey’s Studentized Range (HSD)

resulted in significant differences between the treatment group and the control group for

the two dependent variables representing the scores for the multiple choice and theory

parts of the final examination. These conclusions are the same as for the t-tests. However,

the Duncan and Tukey tests did not indicate a significant difference for the practice

(programming) scores on the final examination, whereas the t-test found a significant

difference at the 0.1 level of significance. Thus, H1 and H2 are supported but H3 is not

supported.

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2.5.7 Alghazo’s Study (2006)

This study aimed at investigating students’ attitudes toward web-enhanced instruction in

an educational technology course taught in the College of Education at the United Arab

Emirates University.

Methodology and Data Analysis:

This study was done in the Middle East region within the United Arab Emirates within a

student sample with an age range between 19 and 21 of female gender totalling to 66

students. 88% of them own a personal computer, 26% prefer reading from paper and

74% prefer reading from a screen. At the time of the study, there were no sections of this

course offered for male students and hence only female students were selected. Data

collection was done using modified version of the Web-based Instruction Scale

developed by Sanders and Morrison-Shetlar (2001) and a Likert type response scaling

asking participants to specify the degree of agreement or disagreement with items about

their attitude toward Web-based instruction and two items as free-response questions.

Results:

This study dealt with the following issues: student attitudes toward Web-enhanced

instruction, the effect of learning preference on attitude toward web-enhanced instruction,

effect of previous experience with Web-enhanced instruction on attitude, advantages of

Web-enhanced instruction as seen by female students, and obstacles to Web-enhanced

instruction as seen by female students.

The results from the total 66 female respondents revealed that:

• They have positive attitudes toward Web-enhanced instruction

• 26% preferred reading from screen, 74% preferred reading from papers,

• 42% had previous experience with Web-enhanced instruction, and 58% did not

have such experience

• Students see many advantages of Web-enhanced instruction such as obtaining

grades, communication with instructors, discussing course contents, easy access

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to course related materials, submitting assignments and enhancement of course

understanding and communication with classmates.

• The difficulties perceived were in accessing the course from home, limited

computers in the labs and poor internet bandwidth.

2.5.8 Abouchedid and Eid’s Study (2004)

This study demonstrates the problems and possibilities of implementing e-learning in

Arab educational institutions through analyzing the attitudes of 294 university professors

in Lebanon that follows the US credit-system of education, towards e-learning

dimensions.

Methodology and Data Analysis:

73.7% were males and 25% were females from various faculties. Questionnaires were

forwarded to these full-time faculty members through the deans. The response rate was

95.6%.

83.3% of the respondents were daily users of computers, including internet facilities with

the rest as occasional users. The overall response showed a positive attitude towards e-

learning. The study revealed that males registered a significantly higher mean ranking

than their female counterparts in their belief that e-learning will help faculty members

disseminate information more rapidly through e-learning than through traditional

approaches to learning. Males have also registered favourable views on the benefits of e-

learning by agreeing more than. As for the benefit dimension, no significant differences

were found between daily and occasional users.

Result:

Turning to gender and frequency of using computers, considerable variations were found

between males and females as well as between daily and occasional users of computers

on their mean ranking of the effectiveness of e-learning dimension.

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2.6 KUWAIT AND E-LEARNING

According to a study released by Madar Research Group, the ICT (Information

Communication and Technology) infrastructure forecast of Kuwait for the years 2002-

2005 were as shown in Figure 2.1. Kuwait has paid good attention to developing its

Information Technology and Communication networks and the focus in the educational

field is especially strong. The following sections will discuss about the Internet, E-

Government, E-Commerce and Educations.

Figure 2.1: Kuwait Telephone, Internet and PC Users growth between 2002 and 2005

Source: Madar Research Group, 2003

2.6.1 Kuwait Internet Backbone

The Internet backbone of Kuwait is via a submarine cable, fibre optic and terrestrial

satellite networks, but there are no Internet exchanges or a major Internet backbone

within the state.

27

The GCC consortium has created a Fibre Optic Gulf (FOG) network, of which Kuwait is

a part. FOG consists of a 1,300 kilometre cable system jointly owned and operated by

operators in Bahrain, Qatar, United Arab Emirates and Kuwait. The bandwidth offered on

FOG is 5GBPS is capable of carrying 180,000 telephone calls or equivalent data circuits

between the four countries to other parts of the world simultaneously. FOG was

inaugurated in 1998 and built at a cost of US $283 million. FOG provides gateway access

into Fiber Optic Link around the Globe, with a landing site in the UAE.

FOG is the main gateway for Internet, but apart from these Kuwait has connectivity links

with Arabsat, Intelsat and Inmarsat. These help carry both voice and data traffic

originating from Kuwait to the Middle East region. Local Internet access is available

through dial-up, leased line, ISDN and DSL connections.

By end 2002, Internet penetration in Kuwait stood at 13.2 percent (slightly above the 10

percent world average), with the country's 320,000 Internet users accessing the Internet

through three major ISPs and 13 sub-ISPs. Businesses are relying heavily on Internet

usage and this is a healthy sign for the growth of Internet and electronic applications such

as e-learning, the focus of our study. According to the report released by Madar Research

to major ISPs, show that over 11,000 subscribers access the Internet through DSL lines

(9,500 from home, 1,500 from work), while 650 use leased lines. Additionally, there are

150 ISDN subscriptions.

This increased use has helped more ISP’s (Internet Service Providers) to come into

existence in Kuwait. Currently there are four ISP’s in Kuwait which are closely

monitored by the Ministry of Communication (MOC). Apart from the four ISP’s there are

50 sub-ISP’s as well. There has been a healthy growth of Internet Cafés as well. This

competition has helped in Internet cost reductions which in turn has led to a considerable

rise in the number of Internet users. Mobile Service providers such as MTC and

WATANIYA are also providing Internet to their customers. This helps Notebook/Laptop

users to access internet from anywhere in the country within their signal range. Hotels

and other public places are offering Internet either free or at a very reduced priced via

28

Wireless Local Area Network (WLAN). With the introduction of Internet everywhere

(either via Mobile service providers or WLAN), most of the students prefer to do their

learning in coffee shops, cafés, and other such public areas. This trend has increased

rapidly in the past few years and continues to do so. (ESCWA, 2005).

Table 2.1 PC Use Indicators

2002 2005

PC Installed Base 300,000 456,000

PC Penetration Rates (percent) 12.41 18.8

Source: Madar Research Group, 2003

2.6.2 Awareness and Education in Kuwait

International Computer Driving License (ICDL) is a mandatory course to be undergone

and obtained by all teachers as per a decree issued by the Kuwaiti Ministry of Education

in May 2002. According to the decree, any teacher who is not a holder of ICDL by

academic year 2007/2008 will be disqualified from practicing their profession.

An early initiative to expose teachers to the benefits of distance education was conducted

in November 2002 through an online course conducted between MOE and the US State

Department, in collaboration with the University of Oregon and the American English

Institute. The first online course, attended by 40 Kuwaiti educators, was an introduction

to Web based resources for English language teaching with a special emphasis on

secondary school level.

These courses helped the teachers to learn more about computers and also in how to use

them as teaching aids. This improved the teaching environment. Teachers on weekly

basis participated in dynamic and insightful online discussions on wide range of

educational topics. They also gained knowledge into the use of web-based instructional

materials. This helped them segregate topics based on age, language and culture of their

students thereby providing personal care and attention to imparting knowledge to their

29

the students. These computer aided teaching was used along side the existing classroom

texts and resources with an objective to enhance the knowledge of each of the topics.

This is another positive step taken by the Kuwait Ministry of Education to ensure the use

of computers and encourage e-learning. It helps the teachers and students to stay in trend

and focus of development and to move in its path for improvement in education and

knowledge levels.

2.6.3 Computers in Schools

With decree such as the ICDL passed, the government had also ensured the use of

computers in schools and have stressed on this matter by way of decree.

“Students constitute around one fifth of the population. In 2002, the Ministry of

Education (MOE) initiated the 25-year plan to modernize the education system, in

particular, installing electronic education “Education Net” to link public schools and

libraries to a single network, and aim to increase the use of PCs in the classroom in all

620 public schools, 34 % of which were covered by the Ministry of Education and the

Kuwait Foundation for the Advancement of Science (KFAS). Short-term goals include

covering elementary schools in 2003, and achieve a ratio of one PC for every eight

students by 2006-2007” (ESCWA, 2005).

KFAS has also accelerated efforts to provide computers to schools and colleges starting

from Kuwait's kindergarten schools. The government has been subsidizing projects with

the aim to achieve a ratio of 1 PC per 8 students in public schools and private learning

institutions by 2006-2007. Schools also have a prerequisite to learn Computer Science in

schools. The new Omar Center at the Kuwait National English School has a 1:1 student-

computer ratio and a fully networked environment.

Education and the thirst for knowledge is not confined to the boundaries of the Schools,

Colleges and Universities. Training centers such as New Horizons, Infocenter and such

offer certifications in various Microsoft, Oracle, Cisco, Sun and Autodesk environments,

30

among a slew of technical and end-user courses. The Kuwait Institute for Scientific

Research's (KISR) continuing education program is offering short term IT courses at a

nominal fees. Courses include Introduction to AutoCAD, Introduction to Oracle

RDBMS, Access, and Microsoft Office modules, Visual Basic, Windows 2000 and Java.

Kuwait University is also a certified Cisco Regional Training Academy and IBM E-

Business Academy, and it currently offers Microsoft Academic Programs and Oracle Job

Track.

2.6.4 Kuwait University Education

“Kuwait has two higher learning institutions, the Kuwait University and the Public

Authority for Applied Education and Training. The Department of Mathematics and

Computer Science in Kuwait University offers undergraduate and graduate programs in

Pure Mathematics, Applied Mathematics and Computer Science. There are about 50

faculty members in the department whose research interests cover a wide spectrum in

mathematics and computer science. The department maintains its own computer center,

which is equipped with several Sun and SGI workstations, complementing Kuwait

University's computer center that uses IBM mainframe and mini-computers (IBM9000

and VAX9000)”.

These computer centers are used by students to develop and test applications on various

platforms. These common operating systems used range from Microsoft Windows, Linux

and UNIX. The development tools used are ANSI, C++, Pascal, and Visual Basic, Visual

C++. (ESCWA, 2005)

Table 2.2: IT Opportunity Evaluation

2002 (in Millions, US$)

2005 (in Millions, US$)

CAGR (2002-2005)

Software products 90 113 8 percent

Computer equipment 160 213 10 percent

IT Services 100 136 11 percent

Data Communications 60 82 11 percent

TOTAL 410 544 9.9 percent Source: Madar Research Group, 2003

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2.6.5 Kuwait E-Government Plans

The vision of the e-government is to link various government offices into a single Wide

Area Network (WAN) without disturbing the internal structure of each government

institution, thus ensuring individuality within the each entity and providing a one point

access to the public. This kind of centralisation is a very tedious task which requires lots

of money and time and Kuwait is half way through this project. It is scheduled to go

online in 2007. This project is under the supervision of Microsoft as is expected to cost

around US$450 million, according to Madar Research (2005).

This is the governments initiative to ensure that Kuwait is in pace with the growing

technology. The focus of being electronic thus does not limit itself towards education but

stems from grass root levels in educational institutions and moves upward to all fields.

Hence it is a combination of interest whereby Kuwait ensures that its generation is

imparted with the right technology knowledge so as to use and benefit from it.

2.6.6 E-Schools in Kuwait

The Kuwait University has five main campuses (Khefan, Khaldiya, Jabriya, Adaliya, and

Shuwaik) with each campus approximately within five kilometres distance from another.

This kind of focus in networking has been focused so that the university can utilise

distance learning. Distance learning is where classrooms held elsewhere with the

instructor at one particular location and students can be present in different areas of the

campus or even access from home. Kuwait stumbling block of having separate

classrooms for males and females has been overcome with the introduction of distance

learning. Hence, the instructors do not have to do duplicate their lectures based on male

or female classrooms.

Kuwait University’s new classrooms also are equipped with provisions for cameras

whereby the teaching sessions can be recorded and stored in the digital library. This can

then be accessed via Video-on-Demand (VoD) facility. This helps the students to access

the lectures at anytime at their own leisure and convenience and multiple times.

32

Students have to register for free in the Kuwait University for academic courses and also

to receive information’s through the Internet. Currently the services are limited to faculty,

staff and students. At a later stage this will also be introduced to parents of the students as

well. The Kuwait University library has been completely automated whereby students

can access and download all academic related articles from the library and download

them to their flash drives and take it with them for future reading. A student portal also

helps them access all their daily applications through a completely customized web

interface. This customized student portal helps them to stay up-to-date with University

news, calendar of events and also personalised communications with their teachers.

Kuwait University is equipped with multiple Gigabit Ethernet all around its campus and

in addition have installed WLAN to ensure access from anywhere within the University

boundary. This helps the students to be in a café, meeting areas and restaurants and do

their work simultaneously.

Kuwait is also ensuring that public, intermediate and secondary schools to be equipped

and installed with e-learning. Subjects covered in the e-learning portal will be English,

Mathematics and Science with other subjects to be introduced gradually. The Ministry of

Education hopes to roll out the project to all intermediate and secondary schools by

school year 2006-2007. (ESCWA, 2005)

2.7 SUMMARY

The literature review has shed light on the importance of e-learning from various aspects.

The initial section of this chapter shed light into the evolution and current standards of e-

learning with benefits and also some of the disadvantages. The later section talked about

the different studies done on e-learning by various authors. Only a few of the many

studies have been selected to highlight the fact on the importance and focus provided by

various authors and educational institutions on e-learning. The final part of the chapter

particularly focuses on Kuwait and the importance that Kuwait emphasises into e-

learning and other aspects of electronic applications like e-commerce and e-government.

33

It can be summarised that e-learning is the standards of education today, as it opens the

doors to learning focusing on the individuals priorities and learning skills. E-Learning

tolls can be customised to meet all learning patterns, age, culture and varied subjects. E-

Learning is used in schools, businesses, government organizations, non-government

organisations, in short everywhere where there is a thirst for knowledge. Kuwait has

taken the right steps required to attain this objective, but needs to move faster to stay in

pace. In the following chapters we shall focus on the empirical studies by collecting data

from various educational institutions and relating them to our objective. Prior to which

the subsequent chapter will discuss about the methodology used in collecting the various

literature and empirical data.

34

CHAPTER THREE

Research design and methodology

3.1 INTRODUCTION In this chapter we are going to introduce our problem statement, research objectives, and

methodological framework. In addition, research design and data analysis methods are

also supposed to be conducted to analyze Kuwaiti students’ attitudes towards e-learning.

3.2 PROBLEM STATEMENT

Different researchers from different parts of the world explored the attitudes toward e-

learning. In researching this field, we found out that there is little research efforts in this

field applied in Kuwait. This can be related to the late introduction of the e-learning

system in Kuwait. By studying the attitudes towards e-learning in Kuwait, we want to fill

this research gap in an Arab non-Western context. It is important to mention that the topic

of e-learning witnessed significant research in many western countries. There is no

reason to conclude that the finding could not be applicable to Kuwait.

3.3 RESEARCH OBJECTIVE

In this study we aim to analyze Kuwait students’ attitudes and expectations toward e-

learning, examine the impact of some variables such as gender and educational level on

the attitudes towards e-learning in Kuwait; and test the validity of the recently developed

e-learning scale in a non-Western context.

3.4 METHODOLOGICAL FRAMEWORK

The model of the research is included in this section. It contains the research hypotheses,

target population and sampling methods, and the research limitations.

3.4.1 Research Hypotheses

As the e-learning is a new system, we hypothesize that:

35

H1: Kuwaiti students will report negative attitudes towards e-learning as expressed by

lower scores on the e-learning scale.

Previous studies showed no difference in attitudes towards e-learning based on gender. It

was thus hypothesized that:

H2: There will be no significant differences in attitudes towards e-learning based on the

respondent’s gender.

Previous studies found significant differences in attitudes towards e-learning based on

educational level. It follows that:

H3: There will be a significant difference in attitudes towards e-learning based on the

respondent’s educational level.

3.4.2 Target Population and Sampling Method

The questionnaire used in this study was an attractive two-page booklet with a cover page

of brief instructions (see Appendix B). Before conducting the comprehensive survey, a

pre-test with 50 students was conducted. The final version of the questionnaire included

two sections. The first section consisted of demographic data such as age, gender, and

education level. The second section covered the fifteen-item e-learning scale.

Collecting data by mail surveys in the Arab world has been very difficult (Nasif, Al-

Daeaj, Ebrahimi & Thibodeau, 1991). In order to ensure an acceptable number of

responses, a convenience sample was used. A network of contacts cooperated in

distributing and returning the questionnaire. The questionnaires were administered to

groups of students who completed them in the classroom. Students responded voluntarily

and were not compensated for their participation.

A total of 300 questionnaires were distributed. Confidentiality of responses was

emphasized in the cover letter with the title “Confidential survey” and in the text. To

reduce social desirability artefacts, the cover letter indicated that the survey seeks

“attitudes towards e-learning” and nothing else. 24 out of 300 questionnaires were

36

discarded because the respondents failed to complete the research instrument

appropriately or because they indicated that they are non-Kuwaitis.

3.4.3 Research Limitations

In the process of preparing this study, we faced some problems and obstacles that caused

some limitations to our study. One of these limitations was time. The time of collecting

data was limited, and hence, the sample size selected was relatively small. Results,

therefore, had to be interpreted scrupulously.

3.5 RESEARCH DESIGN

An empirical study was conducted to analyze Kuwaiti students’ attitudes towards e-

learning. Three hypotheses were developed to achieve the research objectives. To collect

the data, a questionnaire was distributed in different areas in Kuwait.

3.5.1 Data Collection Instrument and Sourced

The questionnaire is a fifteen-item scale that measures attitudes towards e-learning

(Cheng, 2006). This scale consists of three dimensions that measure individual

perspective, learning effects and class management within an electronic educational

system. The reported reliability alpha of the scale in Cheng’s study is 0.8076.

3.6 DATA ANALYSIS METHOD

Factor analysis will be used as the main procedure of data analysis. Factor analysis is a

technique that represents a number of variables in term of a smaller number of factors, or

latent variables as they are often referred to. A factor is a continuous latent variable

which is assumed to account for relationships in the data. The identification of factors is

important for at least two reasons. Firstly, it can provide useful theoretical insights into

underlying relationships and patterns in the data, and secondly, it can enable data

containing highly correlated variables to modelled using Generalized Linear Models

(GLMs). A distinction can be made between two different types of factor analysis,

exploratory and confirmatory. Exploratory factor analysis which is going to be used in

this study identifies relationships among variables which are often far from obvious in the

37

original data. The purpose is to summarize and concisely describe the data by grouping

correlated variables together (Hutcheson and Sofronios, 1999). One-way ANOVA test

procedure will be used to test the research hypotheses.

38

CHAPTER FOUR

Data Analysis, Findings and Discussion

4.1 DESCRIPTIVE ANALYSIS A total of 276 questionnaires were collected. The data were grouped according to

different demographic factors such as gender, age, and educational level. Table 4.1(a, b

and c) show the sample’s different descriptive statistics.

Table 4.1(a): Descriptive statistics based on educational level.

Frequency Percent Valid Percent Cumulative Percent

Valid 1.00 134 48.6 49.6 49.6

2.00 32 11.6 11.9 61.5

3.00 44 15.9 16.3 77.8

4.00 60 21.7 22.2 100.0

Total 270 97.8 100.0

Missing System 6 2.2

Total 276 100.0

Note: 1 = First year; 2 = Second year; 3 = Third year; 4 = Fourth year.

Table 4.1(b): Descriptive statistics based on gender.

Frequency Percent Valid Percent Cumulative Percent

Male 158 57.2 57.2 57.2 Valid

Female 118 42.8 42.8 100.0

Total 276 100.0 100.0

Table 4.1(c): Descriptive statistics based on age.

N Minimum Maximum Mean

Standard

Deviation

Age 274 17.00 44.00 24.6715 5.62973

Valid N (list wise) 274

39

4.1.1 Reliability

Reliability is the instrument’s ability to provide consistent results in repeated uses

(Gatewood and Field, 1990). The basic measure for reliability is the Cronbach’s alpha. In

this study the fifteen-item e-learning attitudes scale has an acceptable coefficient alpha (α

= 0.834). Nunnally (1978) suggests that an alpha value of 0.7 is sufficient. According to

table (4.2) it was found that every item of the ten items of the e-learning attitudes scale

has a less Cronbach’s alpha than the calculated scale alpha (α = 0.834). This means that

no single item in the scale suppresses the alpha level. Therefore, the e-learning attitudes

scale seems to be a reliable measure of attitudes towards e-learning.

Table 4.2: Item-Total Statistics

Scale Mean if Item

Deleted

Scale Variance if

Item Deleted

Corrected

Item-Total

Correlation

Cronbach's Alpha

if Item Deleted

EL1 53.7333 46.278 .485 .823

EL2 53.6593 44.404 .640 .814

EL3 56.4148 56.110 -.389 .872

EL4 53.9259 43.638 .729 .809

EL5 54.2074 42.395 .673 .809

EL6 54.2296 43.776 .637 .813

EL7 53.7704 44.014 .644 .813

EL8 54.0741 42.418 .673 .809

EL9 53.9852 42.899 .740 .807

EL10 54.0519 44.005 .634 .814

EL11 54.2370 43.379 .541 .819

EL12 54.2370 41.713 .683 .808

EL13 53.5704 44.856 .616 .816

EL14 53.6148 46.126 .490 .823

EL15 56.4667 58.332 -.503 .883

40

4.1.2 Validity

Examining the reliability and validity of the e-learning attitudes scale in Kuwait was one

of the objectives of the study. It is important to analyze the measurement instrument

reliability and validity for different reasons. For instance, it provides confidence that the

empirical findings accurately reflect the proposed constructs. Also, the empirically-

validated scales can be used directly in other studies in the field for different populations

and for longitudinal studies (Mostafa, 2005).

Measuring the validity of the e-learning attitudes scale was done through several

measures. As it was mentioned previously, the scale was factor-analyzed by principal

component analysis. The results showed a three-factor solution with a 66 percent of the

variance explained (Table 4.3). This percentage is acceptable in social sciences (Hair et

al, 1998).

Table 4.3: Total Variance Explained.

Initial Eigenvalues Rotation Sums of

Squared Loadings Component

Total % of Variance

Cumulative

% Total

1 7.217 48.114 48.114 5.535

2 1.538 10.252 58.366 4.697

3 1.151 7.673 66.039 4.623

4 .879 5.858 71.896

5 .805 5.369 77.265

6 .655 4.370 81.635

7 .528 3.519 85.154

8 .478 3.190 88.344

9 .405 2.700 91.044

10 .359 2.396 93.440

41

11 .308 2.056 95.496

12 .214 1.430 96.925

13 .173 1.156 98.082

14 .152 1.011 99.093

15 .136 .907 100.000

Extraction Method: Principal Component Analysis.

As shown in Table 4.3, the eigenvalue for the first factor is 7.217 which explains 48114

of the variance, whereas the second factor explains 10.252 which an eigenvalue 1.538.

The third factor explains 7.673 which an eigenvalue 1.151.

Scree plots which show eigenvalues plotted against component number has also been

proposed as a method of identifying the number of factors required (Cattel, 1996). The

important thing to note from these plots is the discontinuity between the slopes of the line

linking the later principal components (components which account for little variance) and

the slope linking the earlier, more important components. From figure 4.1, it can be seen

that components 4 to 15 fall roughly on a straight line and that components 1 to 3 depart

from this line. The discontinuity suggests that the first three components might be

interesting with regards to the amount of variance they account for and should, therefore,

be retained in the analysis. The interpretation of the Scree plot is, however, not always so

clear-cut and can be open to differing interpretation. As with the eigenvalue, it can only

be used as a rough guide as to the optimal number of factors required to describe the data.

42

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Component Number

0

2

4

6

8

Eigenvalue

Scree Plot

Figure 4.1 Scree Plot

4.1.3 The Kaiser-Mayer-Olkin (KMO) Measure and Bartlett Test

The Kaiser-Mayer-Olkin measure of sampling adequacy was used to measure the

adequacy of the sample for extraction of the two factors. The KMO value found (0.847)

is generally considered acceptable (Kim and Mueller, 1978). The Bartlett test of

sphericity was used to test the multivariate normality of the set distributions. A

significance value of (p<0.05) indicate that the data do not produce an identity matrix or

differ significantly from identity (George and Mallery, 2000). The analysis focusing on

the sphericity of the distribution allowed us to reject the hypothesis according to which

the matrix would be unitary (Chi square = 2598.226, df = 105, p < 0.001). This result

43

implies that the data are thus approximately multivariate normal and acceptable for factor

analysis.

4.2 HYPOTHESES TESTING

In this section of chapter four, the research hypotheses will be tested. The independent-

samples T-test will be used to test the research hypotheses to compare the mean scores of

two different groups of people or conditions.

4.2.1 Negative attitudes towards e-learning hypothesis

As the e-learning is a new system, we predicted negative attitudes towards the system in

Kuwait. First we present the descriptive statistics for the scale items in table 4.4 and then

formally test whether the score items differ significantly from the theoretical scale mean

(3 points on the Likert-type scale).

Table 4.4: Descriptive Statistics

N Minimum Maximum Mean

Standard

Deviation

EL1 276 2.00 5.00 4.4203 .74161

EL2 276 1.00 5.00 4.4928 .78390

EL3 276 1.00 5.00 1.7391 .87223

EL4 276 2.00 5.00 4.2246 .77242

EL5 276 1.00 5.00 3.9493 .95211

EL6 276 2.00 5.00 3.9203 .85333

EL7 276 1.00 5.00 4.3841 .82084

EL8 276 1.00 5.00 4.0797 .95011

EL9 276 1.00 5.00 4.1522 .84339

EL10 272 2.00 5.00 4.1029 .83537

EL11 276 1.00 5.00 3.9203 1.01667

EL12 276 1.00 5.00 3.9275 1.01364

EL13 274 2.00 5.00 4.5766 .76290

EL14 276 2.00 5.00 4.5290 .75503

EL15 276 1.00 5.00 1.7101 .98868

Valid N (list wise) 270

44

To formally test whether the score items differ significantly from the theoretical scale

mean (3 points on the Likert-type scale), a one-sample t-test was performed. Results are

shown in Table 4.5.

From Table 4.5 it can be seen that all the scores on all the items are significantly higher

than the scales’ theoretical mean (Note that items 3 and 15 are reverse-scored so lower

values indicate positive attitudes towards e-learning. This result does not support H1

which states that Kuwaiti students will have negative attitudes towards e-learning system.

Put differently, the overwhelming majority of respondents in our sample have positive

attitudes towards e-learning.

Table 4.5: One-Sample Two-tailed T-Test Results

Test Value = 3

95% Confidence Interval of

the Difference

T

df

Sig. (2-tailed)

Mean

Difference

Lower Upper

EL1 31.817 275 .000 1.42029 1.3324 1.5082

EL2 31.636 275 .000 1.49275 1.3999 1.5856

EL3 -24.016 275 .000 -1.26087 -1.3642 -1.1575

EL4 26.340 275 .000 1.22464 1.1331 1.3162

EL5 16.564 275 .000 .94928 .8365 1.0621

EL6 17.917 275 .000 .92029 .8192 1.0214

EL7 28.012 275 .000 1.38406 1.2868 1.4813

EL8 18.879 275 .000 1.07971 .9671 1.1923

EL9 22.696 275 .000 1.15217 1.0522 1.2521

EL10 21.775 271 .000 1.10294 1.0032 1.2027

EL11 15.038 275 .000 .92029 .7998 1.0408

EL12 15.202 275 .000 .92754 .8074 1.0476

EL13 34.209 273 .000 1.57664 1.4859 1.6674

EL14 33.643 275 .000 1.52899 1.4395 1.6185

EL15 -21.674 275 .000 -1.28986 -1.4070 -1.1727

45

4.2.2 Gender Differences Hypothesis

A one-way ANOVA test procedure was used to examine the hypothesis based on gender

difference. All results are shown in Table 4.6.

Apart from item 15, all the results indicate no significant attitudes towards e-learning

based on the respondent’s gender. This result supports H2.

Table 4.6: One-way ANOVA Results for Gender differences in Attitudes towards E-learning

Sum of

Squares Df

Mean

Square F Sig.

EL1 Between Groups 3.072 1 3.072 5.681 .018

Within Groups 148.174 274 .541

Total 151.246 275

EL2 Between Groups .559 1 .559 .909 .341

Within Groups 168.427 274 .615

Total 168.986 275

EL3 Between Groups .009 1 .009 .012 .913

Within Groups 209.208 274 .764

Total 209.217 275

EL4 Between Groups 1.955 1 1.955 3.305 .070

Within Groups 162.117 274 .592

Total 164.072 275

EL5 Between Groups .000 1 .000 .000 .999

Within Groups 249.290 274 .910

Total 249.290 275

EL6 Between Groups .172 1 .172 .235 .628

Within Groups 200.075 274 .730

Total 200.246 275

EL7 Between Groups .163 1 .163 .241 .624

Within Groups 185.127 274 .676

Total 185.290 275

EL8 Between Groups .172 1 .172 .190 .664

Within Groups 248.075 274 .905

46

Total 248.246 275

EL9 Between Groups .937 1 .937 1.319 .252

Within Groups 194.672 274 .710

Total 195.609 275

EL10 Between Groups .077 1 .077 .111 .740

Within Groups 189.040 270 .700

Total 189.118 271

EL11 Between Groups 6.783 1 6.783 6.699 .010

Within Groups 277.463 274 1.013

Total 284.246 275

EL12 Between Groups .307 1 .307 .298 .586

Within Groups 282.244 274 1.030

Total 282.551 275

EL13 Between Groups .942 1 .942 1.623 .204

Within Groups 157.948 272 .581

Total 158.891 273

EL14 Between Groups 1.359 1 1.359 2.395 .123

Within Groups 155.410 274 .567

Total 156.768 275

EL15 Between Groups 8.383 1 8.383 8.820 .003

Within Groups 260.428 274 .950

Total 268.812 275

4.2.3 Educational Level Hypothesis

A one-way ANOVA test procedure was used to examine the educational level

hypothesis. All results are shown in Table 4.7.

Table4.7: One-way ANOVA Results for Educational Level differences in Attitudes towards e-

learning.

Sum of Squares Df Mean Square F Sig.

Between Groups 2.401 3 .800 1.565 .198 Within Groups 136.028 266 .511

EL1

Total 138.430 269

47

Between Groups 8.179 3 2.726 4.923 .002 Within Groups 147.288 266 .554

EL2

Total 155.467 269 Between Groups 5.405 3 1.802 2.404 .068 Within Groups 199.395 266 .750

EL3

Total 204.800 269 Between Groups 5.841 3 1.947 3.365 .019 Within Groups 153.922 266 .579

EL4

Total 159.763 269 Between Groups 8.632 3 2.877 3.459 .017 Within Groups 221.235 266 .832

EL5

Total 229.867 269 Between Groups 9.244 3 3.081 4.331 .005 Within Groups 189.274 266 .712

EL6

Total 198.519 269 Between Groups 5.577 3 1.859 2.829 .039 Within Groups 174.809 266 .657

EL7

Total 180.385 269 Between Groups 11.526 3 3.842 4.437 .005 Within Groups 230.341 266 .866

EL8

Total 241.867 269 Between Groups 8.133 3 2.711 3.933 .009 Within Groups 183.334 266 .689

EL9

Total 191.467 269 Between Groups 6.477 3 2.159 3.211 .024 Within Groups 176.140 262 .672

EL10

Total 182.617 265 Between Groups 12.993 3 4.331 4.311 .005 Within Groups 267.215 266 1.005

EL11

Total 280.207 269 Between Groups 10.859 3 3.620 3.597 .014 Within Groups 267.659 266 1.006

EL12

Total 278.519 269 Between Groups 4.047 3 1.349 2.321 .076 Within Groups 153.461 264 .581

EL13

Total 157.507 267 Between Groups 2.712 3 .904 1.577 .195 Within Groups 152.488 266 .573

EL14

Total 155.200 269 Between Groups 14.219 3 4.740 4.995 .002 Within Groups 252.389 266 .949

EL15

Total 266.607 269

48

Apart from items 1, 14, all the results indicate a significant difference (at the .05 or .10)

level in attitudes towards e-learning based on the respondent’s educational level. This

result supports H3.

4.3 DISCUSSION AND FINDINGS

The four hypotheses were examined in the previous section. The research findings

derived are as here under:

The results reject H1 which predicted that Kuwaiti students will show negative attitudes

toward e-learning due to their traditional view of education. From the results we can

conclude that Kuwaiti students have favourable attitudes towards the use of technology in

education.

Examining the impact of different factors such as gender and educational level on the

attitudes toward e-learning is the second objective of this study. Our results supported H2

which predicted no significant differences in attitudes towards e-learning based on the

respondents' gender status. H3 was not supported as there was significant difference in

attitudes towards e-learning based on the student’s educational level.

The fifteen-item e-learning scale was found to be valid and reliable measure of attitudes

towards e-learning in Kuwait.

49

CHAPTER FIVE

Conclusion, Recommendation, and Further Research

This chapter incorporates the conclusion on the finding and provides recommendations

on the issues highlighted in the various chapters from this research work. The first section

covers the conclusions of this study. Research and policy implications are the main topic

of the second section. Finally, author's recommendations and further research are also

included in the sections three and four.

5.1 CONCLUSION

Few studies have analyzed the attitudes towards e-learning in the Arab world. The goal of

this study was to fill this research gap by analyzing the attitudes towards e-learning in

Kuwait. The impact of some variables such as gender, age, and educational level on

attitudes towards e-learning has also been examined. In addition, the e-learning scale’s

reliability and validity were tested for the first time in a non-western context.

From these research findings we can thus conclude that there exists a favourable attitude

towards e-learning in Kuwait. On the other hand, a gender gap was not found in attitudes

towards e-learning, while a gap was detected in this regard based on educational levels.

Finally, the results showed that e-learning scale is reliable and valid measure of attitudes

towards e-learning. Thus, other researchers can use this scale in their empirical studies.

5.2 IMPLICATIONS

The following section talks about the research and policy implications of e-learning.

5.2.1 Research Implications

This research contributes to the literature on e-learning studies by systematically and

analytically assessing the attitudes towards e-learning in Kuwait. Perhaps the findings of

this research will also lend increased confidence to researchers who have been using the

50

e-learning scale with reservations, or who might have avoided the instrument because of

concerns about validity.

5.2.2 Policy Implications

The past decade has seen tremendous growth in e-learning applications in different parts

of the world at a rate of about 5 percent or so per year. E-learning in the Arab world has

also improved qualitatively and quantitatively. However, it probably remains the lowest

in the world (Mostafa, 2005).

In order to compete in the highly competitive contemporary global economy of the

twenty-first century, Kuwait’s educational institutions cannot afford to decline a major

learning tool represented by e-learning. Institutions with policies that hinder selection and

implementation of e-learning systems will seriously diminish the scope of utilizing the

invaluable educational tool such as e-learning.

It would be inescapably detrimental for institutions that might undeservedly ignore the

boons of current technological revolution and wake up belatedly to find themselves

drastically lagged behind. It would still be no less pathetic to battle with a futile trial to

catch up with the times that always drift away from those suffering from indecision and

disbelief.

We should leave no stone unturned to reap the fruits of scientific and technological

innovations with e-learning being one of them.

5.3 RECOMMENDATIONS

Although e-learning systems in Kuwait are new phenomena, they are patronized by

positive students and peoples attitudes. In education, e-learning systems showed that they

can support and enhance the traditional educational systems.

It is suggested that Kuwait establish an association of e-learning institutions to facilitate a

planned implementation of the system across the country. This association should be

51

aware of e-learning problems and try to manage these problems by offering training

programs for students and teachers in areas as diverse as e-literacy and e-systems privacy.

5.4 FURTHER RESEARCH

This study concludes that the e-learning scale is reliable and valid in Kuwait. However,

only one form of validity was performed in this study, which is the convergent-validity

analysis. This form of validity pertains to the extent to which the scale items assumed to

represent a construct do in fact “Converge” on the same construct (Mostafa, 2005).

Future researchers using e-learning scale may use other form of validity such as

discrimination validity or predictive/concurrent validity. Also, the validity of e-learning

scale should continue to be tested by new researchers because the e-learning attitudes in

Kuwait may change over a period of time and that further researches in the field would

continue to make the aura of e-learning alive and strong and make education glow into all

directions with a new e-learning light for all of those who have yearning for it.

New researchers should investigate new areas or variables that affect the attitudes

towards e-learning that was not investigated before in the Arab world such as relationship

between culture and e-learning attitudes.

52

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APPENDIX A:

QUESTIONNAIRE (ENGLISH) This questionnaire is conducted to measure attitudes towards e-learning in Kuwait.

Educational Level Age

Gender Nationality

Q. No Question Strongly

Agree Agree

Neither Agree

not Disagree

Disagree Strongly Disagree

1 I’m in favour of applying e-learning for business courses

2 I think the teacher’s application of e-learning in teaching business courses helps me learn a lot

3 I think the teacher’s application of e-learning in teaching business courses is a waste of my time

4 I think my grade will improve by applying e-learning to business courses

5 I will find business courses easier if the teacher applies e-learning in teaching

6 By means of e-learning, I (should) like business courses more and more

7 I hope the teachers who conduct business courses may apply e-learning in their teaching

8 Applying e-learning for business courses is more relaxing and delightful than the traditional method

9 Applying e-learning for business courses is more sprightly and lively for the curriculum

10 E-learning make me more interested in business courses

11 By applying e-learning for business courses, the chance of interaction with the teacher is enhanced

12 By applying e-learning for business courses, the chance of interaction with my classmates can be enhanced

13 Applying e-learning for business courses improves my computer skills

14 Applying e-learning for business courses encourages me to continue learning on the Internet by myself

15 I’m unwilling to learn business courses through using e-learning

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APPENDIX B: Questionnaire استبيان (Arabic)

بدولة الكويتالتعليم اإللكتروني تم عمل هذا اإلستبيان لمعرفة مدى اإلتجاه نحو استخدام نظام

السنة الدراسية العمر

الجنس الجنسية

اختلف أوافق محايد أوافق اختلف تمامًا

ت السؤال تمامًا

تطبيق نظام التعليم اإللكتروني ضرورة في التدريس بالجامعات

1

تطبيق نظام التعليم اإللكتروني في التدريس بالجامعات سوف يساعد الطلبة على المزيد من التعلم

2

تطبيق نظام التعليم اإللكتروني في التدريس بالجامعات يعد مضيعة للوقت

3

مستوى الطالب سوف يتحسن في حين طبق نظام التعليم اإللكتروني في التدريس بالجامعات

4

تطبيق نظام التعليم اإللكتروني في التدريس بالجامعات يجعل المواد الدراسية أسهل

5

تطبيق نظام التعليم اإللكتروني في التدريس بالجامعات اسيةيجعل الطلبة اآثر حبًا للمواد الدر

6

اتمنى أن يطبق نظام التعليم اإللكتروني في التدريس بالجامعات

7

نظام التعليم اإللكتروني بالتدريس يؤدي الى خلق بيئة هادئة و ممتعة مقارنة بنظام التدريس التقليدي

8

يؤدي تطبيق نظام التعليم اإللكتروني في التدريس يوية في المقرر الدراسيبالجامعات الى بث روح من الح

9

تطبيق نظام التعليم اإللكتروني في التدريس بالجامعات يجعل الطالب أآثر اهتمامًا وتحمسًا اتجاه المواد

الدراسية

10

تزداد فرصة تفاعل الطلبة مع المدرسين عند تطبيق نظام التعليم اإللكتروني في التدريس بالجامعات

11

ة تفاعل الطلبة مع زمالئهم عند تطبيق نظام تزداد فرص التعليم اإللكتروني في التدريس بالجامعات

12

يؤدي تطبيق نظام التعليم اإللكتروني في التدريس بالجامعات الى تحسين مهارات استخدام الحاسب اإللي

لدى الطلبة

13

يؤدي تطبيق نظام التعليم اإللكتروني في التدريس عات الى تشجيع الطلبة على مواصلة التعلم عن بالجام

طريق اإلنترنت

14

أنا غير راغب في تلقي المواد الدراسية عن طريق التعليم اإللكتروني

15

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