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

Students in the 21st century should meet high standards that enable them to demonstrate a sound understanding of the nature and operations of technology (Massachusetts Department of Education, 2001). They should also be able to demonstrate proficiency in the use of E-learning systems (Khan, 2001). Thus, knowledge about basic operations and computer concepts is mandatory. Rosello (2000) advocates the use of cutting-edge technology, meaningful and user-friendly systems, innovative learning, mobile multimedia, virtual reality, and self-learning. Such systems enable individuals to define and manage their learning means and abilities. In order for contemporary educational systems to achieve their objectives, they ought to provide access to basic computer instructions and concepts (Barker, 2001a).

The implementation of an E-learning system provides students with the necessary skills to understand the surrounding ethical and human issues of technology use (ISTE, 2002). Students must practice responsible use of E-learning systems, content, and services. A standard-guided implementation of E-learning helps students appreciate lifelong learning, collaboration, personal pursuits, and productivity (Khan, 2001), for example, being able to evaluate the quality of a website's content in accordance with predefined learning standards, such as those specified by Waltham Public Schools (2002).

Students can use E-learning tools to enhance learning, increase productivity, and promote creativity. For example, E-learning packages provide the learners with software that enables them to simulate mechanical laboratories and/or create new models. Moreover, students are encouraged to use productivity tools to collaborate in constructing E-learning-enhanced models, prepare publications, and produce creative projects. Moshinskie (2001) found that following adequate instructional design would increase students' retention rates and motivation. In addition to promoting active learning, Grimson (2002) argues that the application of E-learning in today's education environment allows students to experiment and be more creative. Developing E-learning standards can make learning more creative and fun while still being manageable (Rosenberg, 2001). Research shows that E-learners can learn more quickly compared with instructor-led learning; it enhances the retention of materials (Cross, 2001). The continuous evolution of learning is moving toward fostering individualized instruction, and E-learning has been shown to be totally personalized to the individual learner. It provides a comfortable learning environment where specific learning needs and pace are met. Content is delivered based on the performance and abilities of the learner. Content can be updated instantaneously, making information more accurate. Consequently, effective E-learning allows educational institutions to: 1) improve the learners' performance and productivity by responding to the demands of the learners and making learning available 24 hours a day, 7 days a week; 2) reduce instructional cost; 3) respond to learners' just-in-time needed skills; 4) compete with the rapid evolvement of knowledge (Grimson, 2002).