E-learning in engineering education: a theoretical and empirical study of the Algerian higher education institution

Authors : Soraya Benchicoua ,Mohamed Aichouni and Driss Nehari

Published : European Journal of Engineering Education Vol.35, No.3, June 2010, 325–343

Keyword : Algerian higher education; e-learning; engineering education; information and communication technologies; quality

Abstract

Technology-mediated education or e-learning is growing globally both in scale and delivery capacity due to the large diffusion of the ubiquitous information and communication technologies (ICT) in general and the web technologies in particular. This statement has not yet been fully supported by research, especially indeveloping countries suchas Algeria. The purpose of this paper was to identify directions for addressing the needs of academics in higher education institutions in Algeria in order to adopt the e-learning approach as astrategy to improve quality of education. The paper will report results of an empirical study that measures the readiness of the Algerian higher education institutions towards the implementation of ICT in the educational process and the attitudes of faculty members towards the application of thee-learning approach in engineering education. Three main objectives were targeted, namely: (a) to provide an initial evaluation of faculty members’ attitudes and perceptions towards web-based education; (b) reporting on their perceived requirements for implementing e-learning inuniversity courses; (c) providing an initial input for a collaborative process of developing an institutional strategy fore-learning. Statistical analysis of the survey results indicates that the Algerian higher education institution, which adopted the Licence–Master and Doctorate educational system, is facing a big challenge to take advantage of emerging technological innovations and the advent of e-learning to further develop it steaching pro-grammes and toenhance the quality of education inengineering fields.The successful implementation of this modern approach is shown to depend largely on a set of critical success factors that would include:

1.The extent to which the institution will adopt a formal and official e-learning strategy.
2.The extent to which faculty members will adhere and adopt this strategy and develop ownership of the various measures in the context of their teaching and research responsibilities.
3.The extent to which the university will offer adequate support interm softraining, software platform
administration, online resource development and impact monitoring and assessment.