A, b, c ... e-learning in schools: The new trend

Jeddah: Afifa Jabeen Quraishi Have a computer glitch? Move over geekylooking IT guys, our little ‘Einsteins’ are here. It is quite likely that your average school-going sibling or child knows more about the functioning of a computer than you, thanks to their early exposure to electronically supported learning in schools, among other factors.

As more and more schools across the Kingdom embrace technology in their classrooms, the knowledge of technological aspects of learning is fast becoming a standard part of the educational curriculum. The aim is not just to enhance computer literacy and integrate technology into schooling but also to remain competitive in the global advance of technology in education.

Mohammed Al-faqeeh, manager of an e-teacher company, who specializes in the field of e-learning and has extensive experience in the implementation of e-learning in Saudi universities, estimates that around 10 percent of local schools have opted for integrating e-learning into their curriculum.

“However, in my experience, most schools have no online-centric programs. Most of these schools have smartboards, laptops and, LMS, which are not actively used and instead are there only for propaganda.”

E-learning comprises both out-of-classroom and in-classroom educational experiences via applications and processes such as Web-based learning, computer-based learning, virtual education opportunities and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or videotape, satellite TV, and CD-ROM.

In addition to virtual classroom environments, social networks have become an important part of E-learning, where students and teachers have online portfolios, and are part of online learning communities.

Some of the international schools in Jeddah that have instituted e- learning include the Philippine Sunrise International School, where classrooms from pre-elementary to high school are equipped with LCD projectors, computer screens and laptops with DSL connection for online discussions.

Al- Bozouq International School, International Indian School Jeddah, which has introduced interactive Smart Board technology in its classrooms and the American International School Jeddah ( AISJ), one of the first schools in the Kingdom that initially introduced e-learning during the 2009 swine flu pandemic to ensure that the educational process continues despite any emergencies that would require the school to close.

“All of our students are required to be online with their respective teacher at some point during the academic week either for homework or other assignment issues. Both teacher and student can communicate through our virtual school system. Most of our teachers have their own web link where they can carry out classroom instruction and provide resources for students. Our Pre-k and early years grades (1-2) students do not do this. It is primarily from Grade 3 and up to Grade 12,” said Dr. Mark A. English, superintendent of AISJ.

The school’s primary delivery platforms are Renweb and Google Apps. Renweb is a Student Management Suite, which among many other things, allows students, teachers and parents to communicate about grades, assignments, absences, homework etc. Google Apps is used to send and receive documents, have simultaneous chat and to complete actual classroom work. Youtube is also utilized for video clips to help illustrate or augment a particular assignment.

According to English, teachers “enjoy the ability to stay connected to students and parents so that critical assignments or information can be transmitted at different times of the day and week even if school is closed.”

As for students, “Most of them love it! But some complain that because of e-learning there is no way they can get away from school!” he quipped.

A study titled, “The incorporation of school library e- resources within an elearning environment and the satisfaction levels of e-resources: A case study in Saudi Arabia” to investigate the satisfaction levels of students using e-resources, carried out at Al-bayan Model Girls’ Secondary School, Jeddah, during the 2007- 2008 academic year, showed that 92.2 percent of the students gave an “excellent” rating to e-resources, while only 1 percent of the

students rated e-resources as “unfavorable.” Girls at Al-bayan School come with a tablet PC and use a program that is centered on an “e-class” server that gives them access to the Education Ministryapproved curriculum, which is completely electronic. When asked to identify features that make an online tool favorable, 50 percent of the students said “fast” and “easy,” indicative of the natural behavior of youngsters to prefer speed and easiness to do their tasks, while 40 percent of the students said “accurate information.”

For both instructors and students to adapt to e-learning, they must confront and overcome the challenges that come with it. “For students the main challenge is to ensure they are regularly checking their respective teacher’s websites or chat correspondence; for teachers, the major challenge is keeping their information updated so that both students and parents can have a real time display of information,” said English.