An increasing number of educational institutions in the UAE offer or plan to start using web-based mode of course delivery. According to Haughey and Anderson (1998), all types of education are affected as technology is used to enhance and deliver courses online. There are several colleges and universities in the UAE that are considering incorporating online education to support the traditional face-to-face classes in addition to offering courses as distance learning. This presentation outlines the purpose and benefits of online instruction while describing the target audience, required technology, resources, staffing, and necessary curriculum development and quality assurance program to support the delivery of education online.

1. E-LEARNING AS AN ALTERNATIVE
METHOD
By
Lisa MacLeod

2. CURRENT SITUATION
An increasing number of educational
institutions in the UAE offer or plan to
start using web-based mode of course
delivery. According to Haughey and
Anderson (1998), all types of
education are affected as technology
is used to enhance and deliver
courses online. There are several
colleges and universities in the UAE
that are considering incorporating
online education to support the
traditional face-to-face classes in
addition to offering courses as
distance learning.
This presentation outlines the purpose
and benefits of online instruction while
describing the target
audience, required
technology, resources, staffing, and
necessary curriculum development
and quality assurance program to
support the delivery of education
online.

3. AGENDA
 The purpose of E-learning
 The benefits of online instruction
 Resources
 Staffing
 Curriculum development
 Quality assurance program

4. PURPOSE OF E-LEARNING
Educators in the UAE are committed to the distribution of
technical and professional programs that will allow the
graduates to uphold the technical skills to operate in a
progressive technical world. As a result, it is necessary to
transform the learning experience from product to process
based-learning. The vision is to have:
 All students have either their own personal computer or laptop
 All students and faculty have Internet access from the college
and from home and the institution’s infrastructure supports the
use of online instruction.
 Lessons online that reinforce current Internet applications
such as e-mail, bulletin boards, chat rooms and search
engines as well as build in additional tools that develop
additional skills.

5. THE BENEFITS OF ONLINE INSTRUCTION
 Self-paced – learning materials presented in class can be
presented in a variety of ways and can be reviewed by
students outside of class
 Learning – students spend less time listening and more time
engaged in active learning (discussion, projects, etc.)
 Access – students will have increased access to information
(e.g. after regular school hours) and participate in co-ed
working groups; they also have access to course materials
should they miss a class
 Repository of information – course materials are developed
and stored for future course offerings as well as for access by
new instructors

6. THE BENEFITS OF ONLINE INSTRUCTION
 Accreditation – accrediting bodies are looking for
innovation in programs; if used properly a web-based
platform can offer innovative approaches to teaching and
learning
 Time management – offering some course components
online can free up face-to-face allowing for more effective
use of time
 Documentation – instructors can track progress and
document and review student work more effectively
(Aoki & Pogroszewski, 1998)

7. RESOURCES
Technologies such as:
 Computers
 Tablettes
 Smart Phones
 CDRoms
 The Internet
 Software packages
 Software applications
(Diaz, 1999)

8. STAFFING
The number of staffing required will be based
on the number required for the following two
focus groups.
 One focus group will be responsible for exploring
the possible features to be utilized in
supplemental activities. This group will also be
responsible for providing workshops and training
sessions to teachers while motivating them to
learn new technical methods.
(Donovan & Macklin, 1999)

9. STAFFING
 The second focus group will be responsible
for installing the web-based platform.
Moreover, this group will determine the
support groups necessary for running online
courses and will report to those involved with
the hardware, software and technical support.
Support groups are vital to both teachers and
students especially during the initial stages of
implementation.
(Aoki & Pogroszewski, 1998)

10. CURRICULUM DEVELOPMENT
The role of all staff at this stage will be to
encourage, train and foster this positive initiative for
teachers who will become involved in designing and
possibly supplementing their classes.

11. QUALITY ASSURANCE PROGRAM
According to Lorenzetti (2004), there are three areas that need
to be addressed when assuring the quality of online courses.
1. To distribute a student evaluation at the end of the course
addressing the individual aspects of the course to identify if
they have been addressed such as
content, assessment, materials used throughout the
course, expertise of the teacher, and appropriate use of
technology.
2. To distribute a feedback form to the faculty member conducting
the course to receive information about what went well with the
course and areas that need to be improved.
3. To centralize quality assurance within the institution. Decisions
that need to be made such as course
outlines, assignments, etc. need to be made through a
centralized management team that will be responsible for
training faculty and maintaining consistency within the
institution.

12. REFERENCES
Aoki, K. & Pogroszewski, D. (1998). Virtual university reference model: A guide to
delivery education and support services to the distance learner. Online Journal of
Distance Learning Administration, 1(3), 29-32. Retrieved October 15, 2007,
from EBSCOhost database.
Diaz, D. (1999). CD/Web hybrids: Delivering multimedia to the online learner. Journal
of Educational Multimedia and Hypermedia, 8(1), 89-98. Retrieved October 17,
2007, from EBSCOhost database.
Donovan, M & Macklin, S. (1999). The catalyst project: Supporting faculty uses of the
Web…with the Web. CAUSE/EFFECT Journal, 22(3), 41-62. Retrieved
October 16, 2007, from EBSCOhost database.
Haughey, M. & Anderson, T. (1998). Networked learning: The pedagogy of the
Internet. Montreal, Quebec, Canada: Cheneliere, McGraw-Hill.
Lorenzetti, J. P. (2004). Sophisticated, rigorous quality assurance program designed for
your institution. Distance Education Report, 8(15), 1-2. Retrieved October 21,
2007, from EBSCOhost database.