TEACHERS' EXPECTATIONS OF THE IMPACT OF E-LEARNING ON KUWAIT'S PUBLIC EDUCATION SYSTEM

Social Behavior and Personality, 2006 by Aldhafeeri, Fayiz, Almulla, Mohammed, Alraqas, Bandar

The study shows significant results regarding communication tools. Previous studies advocate the importance of E-learning to enable peers, teachers, and parents to communicate (Cross, 2001; MacDonald et al., 2002). This result was logical since many educational systems are embracing the latest technology to allow students to communicate with their teachers, peers, and outside resources. The study also shows a need to implement E-learning to provide students with the resources, tools, and ideas that will make them problem solvers and decision makers. This finding is important for educators upon implementing E-learning, and it should be included in the educational strategy plan. In support of the findings of the current study, Rosenberg 2001 advocates the adoption of E-learning to transfer individuals' knowledge to the real world. As such, this area of competency should not be any more difficult since E-learning can connect the students with the outside world and place them in real-world situations where problems need to be solved based on what has been learned in the class. Moreover, the authors as well as previous literature, advocate the implementation of E-learning which would make students competent in the six above-named competency areas.

The current study indicated significant findings regarding school stage. Therefore, not all standards are suitable for all educational stages, except the communication tools standard. The conclusion that can be drawn from these findings is that the implementation of E-learning in schools has to be studied carefully to apply certain competencies that fit each educational stage individually. The reason that communication tools did not show a significant difference among the three educational stages can probably be attributed to teachers who believe that communication is needed at all levels of education. Also, teachers may perceive communication as a necessity in, and across, educational stages. For example, students in the science class at the elementary stage need to communicate with students in the science class at the intermediate stage. Another reason for not finding significant differences in communication among the three educational stages is probably that teachers perceive communication regardless of the educational stage as an important tool to update students or parents about their class activities, homework, or tests.

This study revealed that female schools differs from male schools in basic operations and computer concepts and communication tools. Unlike the results in basic operations and computer concepts, the findings in communication tools are expected to be different at male and female schools. The study showed that male school teachers scored higher than female school teachers in the communication area. Therefore, the conclusion that can be drawn from this study is that teachers in the male schools believe more than do teachers in the female schools that the implementation of E-learning would make students more competent in the area of communication and would allow them to use more communication tools. Male teachers who participated in the study perceive the benefits of the use of communication tools as a result of implementing E-learning more readily than do female teachers. Surprisingly, male teachers have a better perception of students' attainment of E-learning competency areas than have female teachers - except in the research tools. The study showed that more female teachers than male teachers believe that students would be more competent in the area of researching upon implementation of E-learning.