The Reality of E-Learning in the College of Basic Education at the University of Salahaddin from the Perspectives of Faculty Members and Students

Abstract

The current research aims to identify the culture of e-learning in the College of Basic Education at Salahaddin University from the perspectives of teachers and students. To this end, two questionnaires were prepared: the first for teachers, consisting of (24) items, was administered to a random sample of (80) male and female teachers with different academic degrees (35 male and (45) female teachers). The second questionnaire, consisting of (24) items, was administered to a random sample of (150) male and female students (70 male and (80) female students) in the fourth year from all scientific and humanities departments at the College of Basic Education. The study followed a descriptive-analytical approach, and the statistical program (SPSS) was used to analyze the data.

 The study reached the following conclusions:

1. The reality of e-learning in the College of Basic Education, from the perspective of faculty members, was moderate.


2. . The reality of e-learning in the College of Basic Education, from the perspective of students, was moderate.


3. There are no statistically significant differences at the significance level (α ≥ 05) in the reality of e-learning in the College of Basic Education from the perspective of faculty members based on the variables (academic rank, years of service, and specialization). However, there are statistically significant differences based on the variable (gender), in favor of males.


4. There are no statistically significant differences at the significance level (α ≥ 05) in the reality of e-learning in the College of Basic Education from the perspective of students based on the variable (gender). However, there are statistically significant differences based on the variable (specialization), in favor of academic specialization. Based on these results, the study presented a number of recommendations and proposals, most notably:


5. 1. Conduct periodic training courses for faculty members and students on how to integrate e-learning into teaching practice.


6. Establish an independent department for e-learning at the Ministry of Higher Education and Scientific Research.