Please use this identifier to cite or link to this item:
DC FieldValueLanguage
dc.contributor.authorDargham, Joumanaen_US
dc.contributor.authorSaeed, Danaen_US
dc.contributor.authorMcheick, Hamiden_US
dc.description.abstractE-Learning technologies continue to expand. Learners separated by time or space have a multitude of choices in how and what skills and knowledge are delivered. Online programs are rapidly becoming a popular form of learning in educational institutions today. The online environment offers extraordinary opportunities for people who would otherwise have limited access to education, as well as a new paradigm for educators in which dynamic courses of the highest quality can be developed. It provides an excellent method of course delivery unbound by time or location allowing for accessibility to information at anytime from anywhere. "Collaborative learning" is taking place where the facilitator and student collaborate to create a dynamic learning experience. The new era of teaching, at all education levels, is overwhelming the world; the challenge is how and where we integrate it. The minimum requirement for students to participate in an online course is access to a computer, the Internet and motivation to succeed in a non-traditional classroom. In this paper, we are proposing some measures to guarantee successful integration of online teaching in education institutions, focusing at school level.en_US
dc.format.extent6 p.en_US
dc.subjectOnline coursesen_US
dc.subjectSelf-paced learningen_US
dc.titleE-Learning at school level : Challenges and Benefitsen_US
dc.typeConference Paperen_US
dc.relation.conferenceInternational Arab on Information Technology (13th : 10-13 Dec 2012 : Jordan)en_US
dc.contributor.affiliationDepartment of Computer Scienceen_US
dc.relation.ispartoftextThe 13th International Arab on Information Technologyen_US
Appears in Collections:Department of Computer Science
Show simple item record

Record view(s)

checked on Oct 17, 2021

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.