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Investigating role of interactivity in effectiveness of e-learning
Abstract
In last decade or so, e-learning seems to be emerging as the dominant model of learning but
questions are being raised about the trade-offs in switching from traditional classroom based
learning to e-learning; for example, e-learning is cost effective, round the clock accessible and
convenient but there are questions raised about its quality and effectiveness.
In last decade Saudi government has undertaken several steps for reforming the education system
in the Kingdom including provision of education for all. E-learning can play a vital role in
helping Saudi government reach its ambitious targets but despite its obvious benefits the overall
adoption of e-learning in the Kingdom has remained low. The key problem in this regard is lo
perceived effectiveness of e-learning.
E-learning is quite beneficial in that it can help individuals not only acquire knowledge but also
skills which allows them to learn independently without constraints using the vast amount of
education resources available online. However, the main focus of the e-learning community in
the Kingdom has remained restricted to teaching specific subjects.
This research argues that the true potential of e-learning is much broader and useful than
currently perceived by the e-learning community in the Kingdom. E-learning has the potential of
producing lifelong learners. Hence the focus of e-learning community should be on overall skills
development. This research thus defines e-learning effectiveness in terms of both short term
goals (that is, learning about the subject) and long term goals (improving skills and motivations
for being lifelong and independent learner).
