An Assessment of the Impact of the use of New Technologies on the Learning Quality: The Case of Tunisian National Post Office (NPO) E-learning School

Chokri Elfidha

Abstract


Nowadays, new technologies and specially E-learning, offer an excellent opportunity to develop the educational systems in Arab universities. However, E-learning platforms are underdeveloped in these universities. Several factors were put to explain underdevelopment in the use of these new technologies in teaching and research in Arab universities. Indeed, E-learning was not completely a new thing to universities. Several teachers had created E-learning materials and courses in different Arab universities. However, studies that have attempted to assess and evaluate the impact of these tools on the quality of education in Arab universities are very rare. In this paper, we try to evaluate current E-learning practices by identifying the relationship between the use of new technologies and the quality of teaching in Tunisian universities. Our measurement protocol uses five key indicators: Goals, costs, student satisfaction, content, and training time. We constructed a research model that we tested on a sample of 110 students who took E-learning courses offered by the Virtual University of Tunis. In Tunisia, E-learning development was supported by the Virtual University of Tunis. This university has been developing E-learning courses, thus it gained expertise in methodology and distance technology and E-learning course development that meet quality standards. In the first section of this paper, we examine success factors of introducing new technologies in higher education, which is the essence of the E-learning process. We focus on the advantages of E-learning compared to traditional learning approaches. In the second section, we present the different dimensions of quality in higher education. These components are Goals of learning and the skills that students should have at the end of the course, costs, student satisfaction, content and training time. In the third section, we report the results of an empirical study of a sample of 110 Tunisian students. This paper aspires to be the first step of collaboration with other researchers from Arab universities with the aim of surveying students in their respective universities across the Arab world. This study can be classified under Category 2 (issues and trends in learning outcomes assessment: Methods of learning outcomes) of the 2nd ICA conference themes.

Aus. J. Bus. Sco S. & IT. Vol 3(1), January 2017, P 7-18


Keywords


Experience Capitalization; Knowledge Management; Project Memory; Project Management

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