University of Bahrain
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The Reality and Challenges of E-learning Experience of Al Quds Open University/ Hebron Educational Region

Show simple item record Dr. Osaily, Raja Z. 2018-08-02T06:13:03Z 2018-08-02T06:13:03Z 2012
dc.identifier.issn 1726-3678
dc.description.abstract This study seeks to explore the realities and challenges of e-learning in the experience of Al Quds Open University / Hebron Educational Region, from the tutor’s point of view. The study used a descriptive approach, the sample consisted of (80) tutors who studied or trained in e-learning system, in the second semester, for the year (2009), In Al-Quds Open University in Hebron Educational Region / Palestine. To achieve the objectives of the study, questionnaire was developed in accordance with the educational literature, & has been verified its validity and reliability. The study showed that the responses of tutors about the reality of e-learning at Al- Quds Open University were high. The highest responses were to the item” administration awareness of the importance of using modern communication technology for education and distance learning”. While the lowest was “laboratory fits with e-learning system”. The most significant challenges was “weak moral incentives gave to tutors”. Then the study revealed no statistically significant differences in the following variables: educational program of study, experience, nature of tutor work at the university. While there were differences in the skills of using the virtual rooms by academic supervisors. In the light of findings, the study came up with a number of recommendations. en_US
dc.language.iso other en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri *
dc.subject E-learning
dc.subject Al-Quds Open University
dc.subject hebron educational region
dc.title The Reality and Challenges of E-learning Experience of Al Quds Open University/ Hebron Educational Region en_US
dc.type Article en_US
dc.volume 13
dc.issue 01
dc.source.title Journal of Educational & Psychological Sciences
dc.abbreviatedsourcetitle JEPS

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