1. BARRIERS TO E-LEARNING FOR STUDENTS IN THE UNITED ARAB EMIRATES AND OMAN.

2. Outline Abstract Introduction to the study Literature Review Method Findings Conclusion

3. Dubai Women's College, Higher Colleges of Technology University of Wollongong Dubai Abu Dhabi Women’s College, Higher Colleges of Technology

5. This paper describes a collaborative research project which explores the perceived barriers to e-learning for students studying at tertiary institutions in the UAE and Oman using an online questionnaire. Abstract

6. Introduction  E-learning is newly implemented in Oman and UAE  preparing students for a rapidly changing information and technology driven world  increasingly using online learning  Result: graduates who are ready for the workplace and who have a high level of knowledge and confidence in the use of technology to help them in their lifelong learning.

7. M ETHODOLOGY

8. P ARTICIPANTS 455 students Higher Colleges of Technology (HCT) Zayed University (ZU) The University of Wollongong in Dubai (UOWD) The American University of Sharjah (AUS) in the UAE Sultan Qaboos University (SQU) in Oman Students’ background varies in terms of both demographics and high school background.

9. T ECHNOLOGY A CCEPTANCE M ODEL External Variables Perceived Usefulness Perceived Ease of Use Behavioral Intention Actual System Use Final version of TAM (Venkatesh & Davis, 1996)

10. E-Learning Barriers 1. I would prefer to use Moodle, WebCT or Blackboard in my own language. 2. Using Moodle, WebCT or Blackboard makes me feel stressed and anxious. 3. Moodle, WebCT or Blackboard is complex and difficult to use. 4. Moodle, WebCT or Blackboard is not exciting or interesting to use. 5. The courses and materials available online are boring. 6. I have concerns about the quality of the educational materials in Moodle, WebCT or Blackboard.

11. E-Learning Barriers 7. Using Moodle, WebCT or Blackboard is not the way I prefer to learn because it does not suit my learning style. 8. Using Moodle, WebCT or Blackboard is not compatible with the way we are taught in my school/college. 9. I don't have enough time to use Moodle, WebCT or Blackboard. 10. I don't feel motivated to use an Moodle, WebCT or Blackboard. 11. It is not cool to use Moodle, WebCT or Blackboard in my school/college.

12. Findings There are two significant findings that should be noted. Firstly, all 13 e-learning barriers were statistically significantly associated with at least one of the factors (age, gender, ease of use, perceived usefulness or perceived level of satisfaction). The second significant finding was the fact that none of the potential disadvantages was associated with perceived satisfaction with the software platform, Moodle/WebCT/Blackboard. This is contrary to earlier findings that suggest that the use of software is dependent on perceived ease of use, perceived

13. Need for further research and investigation into how e- learning barriers are perceived by students in the UAE. The data suggests that female students found e-learning to be less exciting, but male students had less time to use this type of learning. Of particular interest is the association between the usefulness of e-learning and e-learning barriers, which requires additional analysis. The lack of associations between e-learning barriers and student satisfaction is also worth noting. C ONCLUSION

14. Conclusion The four main key areas that should be address in relation to the use of online delivery in the programs of tertiary education institutions in the UAE and Oman : – student characteristics –ICT environment issues – support for students – authentic activities The educational and technological backgrounds affect on e-learning experiences. This study address the specific social and cultural issues related to online delivery for this part of the Arabic world. –Online delivery itself can be a barrier to student learning unless the pedagogy of it is addressed. –The increasing investment of e-learning technologies for instructional delivery makes it imperative to determine and address the barriers to e-learning for students.

15. L IMITATIONS The choice of variables selected for the study is somewhat problematic because of the complex nature of e-learning barriers. Only those interested in the study completed the survey. This is a quantitative study, and further qualitative research is required to gain a better understanding of the key issues.

16. T HANK Y OU