E-Learning at Abu-Dhabi Abstract The need for learning has been increased with the rapid growth of modern technology and knowledge. E-learning has dramatically changed the manner and process of...

Research proposal: E-learning at Abu Dhabi
Abstract
Technology integration in education has emerged as a successful milestone of imparting quality teaching and educational content. Ideally speaking, technology is an integral element of society, in present time, positioning educational technology as one of the major cornerstone of improving students’ performance. In this regard, study investigated technology integration at Abu Dhabi, UAE and demonstrating its contribution for promoting students’ learning and other set implications through documenting wide a
ay use of e-learning. Research studies evidenced increased number of computers and technological devices available in schools for instructional and other purposes also increased its usage. The underlying study aims at investigating parents’ perceptions of utilising computers and other technologies for teaching and learning process, along with how, and in what manner, it contributes to overall quality of teaching process.
1) What is parents’ perception of e-learning in Abu Dhabi schools?
Abu Dhabi, UAE is considered as a growing country em
acing new set technological trends and teaching practices at pioneer level. A recent trend, in this regard, in context to higher education, is setting up e-learning systems for providing students with improved medium of accessing learning content. The major driving factors for this trend in the shift or transformations in students’ demographic factors, process of delivering educational content, and innovation, in technology itself. With respect to this, it has triggered many researchers to explore and investigate the phenomenon of e-learning, and, it has found that e-learning is an essential prerequisite for matching pace with global learning environments, if used properly.
According to Abuhassna, Amin & Wajha (2014), a survey findings presented by National Centre for Education Statistics, found that, approximately 40% teachers are using computers for creating instructional materials, 35% for administrative purpose, and other record keeping. In this proportion, novice teachers are found as more likely using computers or Internet for instructional purposes or achieving various teaching objectives. This pace of e-learning is identified as, somewhat, slow or still, in conceiving stage at Abu Dhabi till 2010. A report released by the US Department of Education in 2010 argued that education system of Middle East is featured with hy
id and technical tools, on transfe
ing this responsibility or role performed by the Commission on Telecommunications and Information Technology (Abuhassna, Amin & Wajha, 2014).
This step has reformed the pace of adoption of online teaching and Internet in private and public education institutes highlighted the value of e-learning. Almekhlafi & Almeqdadi (2010) continued the discussion through asserting the fact that traditional academic institution and newly established are resorting towards the adoption of the concept of e-learning, and, reported that different countries, education institutes and universities in UAE are em
acing this change in optimistic manner. Even though, scenario presents a mixed picture where traditional universities and institutions matched quite well with the adoption phase of e-learning, and, others, including private education institutes are in the early stage (Almekhlafi & Almeqdadi, 2010).
Ever since, Internet access became possible, Abu Dhabi has been experiencing good growth in the number of education institutes and people going online. With respect to this, Badri, Qubaisi, Rashedi & Yang (2014) believed that it is desirable to research and conduct study on parents’ perception for e-learning regime. At the outset, positive set perceptions and opinions are infe
ed on the basis of collected data and literary findings.
In terms of data collection, survey through questionnaire is used for ascertaining ‘Parents’ perception of E-learning in Abu Dhabi Public Schools’. The collected findings are analysed with the help of statistical tools i.e., mean and standard deviation, and it is infe
ed that parents’ satisfaction are moderate with teacher computer competence as mean scores ranged between 23.99 and 15 while they are highly satisfied with student computer competence and school environment as mean scores ranged above 24. However, they are less satisfied with the quality of e-learning in terms of content, teaching procedure, etc as mean score lies between 6 and 14.99 (Badri, Qubaisi, Rashedi & Yang, 2014).
In terms of literary findings, technology integration in higher and professional education world provides learners with increased opportunity of control learning process, as they can access learning materials as per their ease and convenience. Additionally, it provides ‘value’ benefits means learning more in less time and preparing students for matching pace with global learning environments.
As a part of this, Mirza & Al-Abdulkareem (2011) conducted survey on Zayed University for ascertaining perception of parents on e-learning implications, and, results showed that e-learning enjoys high social values and expectations. The parents of female or girl students at Zayed University asserted that e-learning has opened the new and improved path of learning. As per the norms of the university, female students are not allowed to attend classes or present on the campus after specific working hours. This rule prevails strictly and female students are required to follow it on weekdays, and, even on weekends. In the midst of this strict norm and working culture, e-learning has proved a boom through allowing students to interact and present at the campus anywhere, and, at any-time. The students are not bounded or restricted in any manner for interacting with faculty members at specific time period (Mirza & Al-Abdulkareem, 2011).
Moreover, it has also found that female students at Zayed University are not comfortable with interacting with male faculty members as per their parents’ perception. This aspect has also been solved to a great extent by e-learning as female students have successfully handled this situation and, found, as in improved position of participating in in-class discussions. With the help of e-learning management systems, female students developed confidence of posting their opinions on discussion boards as they are not required to speak-up in the classroom. As a result, they become more confident in expressing their ideas and opinions over their shy and hesitant nature.
Moussa-Inaty & Vega (2013) depicted positive affirmations on above findings and contributed the discussion through stating the fact that advanced capability of e-learning, which has changed parents’ perception, is the overcoming of physical factors and hardships. Putting in simple words, students are required to visit the campus physically, before the evolution of e-learning systems. The issue intensifies more in case where education institutes and universities are located at distant locations and, students are forced to visit campuses physically for attending learning courses. There is good proportion of students in Abu Dhabi residing at far miles away, and, founding it quite difficult to regularly attend learning courses. This inability of moving to university campuses and schools has been solved to a great extent by e-learning system (Moussa-Inaty & Vega, 2013).
Technology acceptance model (TAM)
The parents’ perception towards e-learning is analysed with the help of technology acceptance model (TAM). The model explains how users accept and use technology for improving outcomes or results. Goldsteen, Dwelle & Goldsteen (2014) suggested that there are number of factors influence and shape users’ perception and decision of adopting and using one technology, and, time they should use it as well as the manner. The model is depicted in the underlying figure:
The notable factors, as depicted by the model, are perceived usefulness and perceived ease-of-use. As the title indicates, perceived usefulness is concerned with the degree to which users believe that particular technology or system is capable of enhancing performance, and, perceived ease-of-use is concerned with the belief among user that a particular technology or system is e
or free, and, its usage will surely benefit or improve performance. These two factors determine the acceptability of an information system. It seems evident as users depict interest in using a system or technology, when they are convinced on both the factors (Goldsteen, Dwelle & Goldsteen, 2014).
The model is applied for understanding the dynamics of e-learning with the help of theory of reasoned action. The theory of reasoned action has widened the model and outlined that behavioural intention also plays crucial role. As demonstrated by the theory of reasoned action, e-learning adoption in the education institutes in determined by the behavioural intention, which in turn influenced by person’s attitude towards use of system and utility. In this regard, parents’ perception for e-learning system is not only determined by its use or utility, but also on the basis of its overall implication on performance. In simple words, parents encourage their children for using e-learning system, if they perceive that it will improve their children’s performance. On elaborating the model in detailed terms, it has identified that there are several external variables shaping individuals’ attitude towards adoption of particular technology or system (The facts behind Emiratis in private schools in Dubai: In Search of Good Education Volume 2, 2012).
Among the external variables, ease and convenience to use determine users’ sense of efficacy. In simple words, e-learning system should appear easy and comfortable to use by children through asserting the fact that more easiness and convenience to use a technology, the greater is the users’ sense of efficacy. In addition to it, parents’ demonstrated that students should have control over the things means manner of using e-learning and its technology, in order to use it as large scale. The author argued that efficacy serves as the underlying factors behind adopting and using e-learning. It is necessary on the part of parents to accept and convince with the fact that e-learning cause less deployment of efforts and provides a quick tool for accomplishing learning targets. It acts as good time saver for students which can be spent on other activities for improving their performance (Eysenck, 2014).
Gosling, Rentfrow & Swann (2003) showed that social influence processes including image and norms prevailed in the society, and, cognitive instrumental processes including output quality, result demonstrability, and relevance determines users’ perceived usefulness and intention to use. There is thorough evaluation of education outcomes, results, performance improvement, etc at the time of deciding adoption of e-learning. The author has further elaborated the concept and mentioned that there are six contextual variables in terms of prior experience, other’s use, computer anxiety, system quality, task structure and organisational support (Gosling, Rentfrow & Swann, 2003).
In detailed terms, parents having past experience regarding use of e-learning or other technological system is prefe
ed, and, if they have visualised anyone using this technique. Thirdly, it is also necessary that parents should have desired level anxiousness for using e-learning and firm belief regarding e-learning quality. Besides, structural aspect of e-learning and support demonstrated by education institutes and universities for using e-learning also acts as deciding factor in adopting e-learning...