Teachers need skill for operating and planning e learning as an instructional media.
In general, there is a dearth of reliable data regarding the efficacy of e-learning, as well as a lack of funding available to support long-term studies that monitor and evaluate the ongoing impact of e-learning innovations [ 4, 5].
The questionnaire [ 28] (see Additional file 1) was designed to collect the following information: (a) Overall evaluation of the course (b) Attitudes towards e-learning as well as previous experiences and expectations about the use of CBT/WBT (c) Computer and Internet usage (d) Extent of students' private computer infrastructure (e) Basic demographic data.
When resorting to QQ groups to conduct flipped classroom teaching, the teacher also overestimated students' readiness for e-learning as well.
When resorting to QQ groups to conduct flipped classroom teaching, the teacher overestimated students' ability of self-discipline to study by themselves and their readiness for e-learning as well.
This survey investigated the computer literacy of the members of the academic community and their perception of e-learning, as well as its potential contribution to learning and teaching at the FMBS.
One important question is how organisations can avoid the pitfall of using e-learning as a 'one-off' training solution rather than as part of a range of learning opportunities.
Beyond the obvious hurdle of getting consumers to pay for information they think they can get free elsewhere on the Web, online education companies have failed to dispel the image of e-learning as a feeble alternative to the real thing.
Connolly and Stansfield (2006) define game-based e-learning as a digital approach which delivers, supports, and enhances teaching, learning, assessment, and evaluation.
It is known that e-learning as a widely accepted tool in many fields such as higher education, business and training [1].
As we delve deeper into the world of online learning in our attempts to evaluate our Computer-Aided Self-Access Language Learning (CASA-LL) frAdnanrk (Adnan & Zamari, 2011), we began working closely with e-course developers and online learning managers in different countries and educational institutions to elicit their personal experiences regarding e-learning as a whole.
