This research paper aims at investigating the perceptions and preferences of Students towards e-learning assessments in Oman. One of the latest and widely celebrated developments in the field of education is the introduction of the e-learning. …
The definition of e-learning has been comprehensively put by Carry and Willis (2001, pg 20) that e-learning processes are whichever forms of learning that applies technological network or computerized technology in knowledge delivery, knowledge facilitation, and interaction. As depicted in an array of literature, of particular interest has been to ascertain the actual implications of e-learning and this has been as largely theorized as debatable. On one hand, as documented by Hall and Snider (2000, pg 95), e-learning process has the potential of cutting across culture while opening doors to new ways of thinking, the sense that it is a delivery vehicle that is ideal for education and learning. Secondly, education systems and institutions should adopt e-learning because it is rich in information. Students can access information at any time, regardless of place. Thirdly, e-learning is a way forward to imparting knowledge to marginalized groups, that is, students with physical disabilities who have to overcome distance barriers and communication barriers to access education. Fourthly, e-learning is flexible. On the other hand, e-learning has also been ascribed certain fears. As asserted by Johnston, Killion, and Oomen (2005), considering how globalization has drastically reduced the knowledge shelf life, e-learning is not an exceptional subject to related setbacks. One way in which students could meet a demand of non-discrete learning curve is to participate in e-learning while keeping into account the time and place variables of the highly globalized world, yet the e-learning framework does not assure this. Moreover, the processes pertaining to the adoption of e-learning process tends to be more complicated than solely suggesting it depends on the teaching staffs and faculties. As if not enough, how are web-based technologies mainstreamed in the cultural-education context and would it be effective for all faculties? According to Cuellar and Dyrbye (2002), all these points add to its complexity, implying the high chances failure. This division has an implication on the popularity of the e-learning by students. Thus, the question is how popular could be e-learning education and assessments. Ascertaining the popularity of e-learning will go a long way in informing the extent that the policymakers will go in qualifying its necessity. This is because the perceptions of e-learning have an impact on the ease at which e-learning can be adopted (Kook, 1997). Ethical Implications The study does not elicit ethical subject or implications. It touches on the aspect of education and simply entails asking the students perception of the topic area. From another point of view, this does not have any ethical sensitivity point. Research Methodology The most appropriate approach to ascertaining the perception of the students towards the e-learning is by conducting a research. The proposed research would entail a questionnaire to students on how they feel about e-learning assessments. The questionnaire was designed. Care is taken to ensure that the questions are as objective as possible while, at the same time, it was designed in a way that will enable the questions to turn away from the fatigue social desirability prejudice. ...
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