An Evaluation Study of an e-Learning Course at the United Arab Emirates University: A Case Study

Abstract

e-Learning (e-L) is the latest wave of development of distance education, which has become an extremely important part of instructional technology (Almekhlafi, 20006). Recent e-L research has indicated the utility of this instructional method for both students and teachers. However, teachers’ perceptions of e-L utility have not been extensively researched, particularly in the United Arab Emirates. The purpose of this study is to explore preservice teachers' perception of the utility of e-L at the College of Education, United Arab Emirates University. Study participants were 278 preservice teachers studying the capstone course during 2005-2006 and 2006-2007 academic years. A questionnaire was administered to preservice teachers taking the course electronically (e-L). Study results showed high self-perception of the utility of e-L. In addition, a positive relationship between the overall course grade and the frequency of using Blackboard communication tools was found. On the other hand, results did not show any significant differences between participants' overall course grade due to method of instruction (online versus face-to-face). Implications for United Arab Emirates context were discussed.