معوقات التعليم الإلكتروني من وجهة نظر أساتذة كليات التربية في جامعة البصرة

Abstract EN

The study aimed at diagnosing the obstacles to e-learning in the faculties of education.

To achieve the goal, a questionnaire was built on the obstacles facing the teachers of the faculties of education at the University of Basra for the use of e-learning.

It consisted of (44) paragraphs, each of which expresses one of the obstacles to e-learning, distributed into five areas (obstacles related to administration University professors, obstacles specific to the university professor (teaching), infrastructure obstacles and technical support, obstacles related to students, obstacles related to the curriculum) and after extracting the apparent validity of the paragraphs of the questionnaire, it was applied to the sample of statistical analysis to extract the discriminatory honesty and internal consistency of the paragraphs of the questionnaire and stability, and then it was applied to a sample The basic research amounting to (200) teachers from the University of Basra, and after analyzing the response of the sample members using the :weighted mean equation and the weight percentile, the most prominent obstacles were -The domain of obstacles related to students ranked first with a weighted mean of (3.6) and (weight percentage (72%).

The most prominent obstacles were (weak students' awareness of the importance of elearning) at a percentage weight (74%), weakness in students' computer skills at a percentage weight (72%), and students' preoccupation with sites not related to e-learning at a percentage (weight (71%).

-The field of infrastructure and technical support obstacles ranked second, with a weighted mean (3.5), and a percentage weight (70%).

The most prominent obstacles were the weakness of the Internet within the university, with a weighted average (86%) of the lack of halls and laboratories within the university equipped with the necessary supplies.

E-learning with a percentage weight (84%), a small number of devices commensurate with the number of ‘(students with a percentage weight (78% -The university professor's field of obstacles ranked third with a weighted average of (3,3) and a percentage weight (66%).

The most prominent obstacles were the suffering in following up the large numbers of students in electronic classes with a percentage weight (76%), the difficulty of renewal and change From the traditional education style to the electronic one with a percentage weight (72%), many teachers refused to introduce electronic learning aids into their fields with a percentage weight (72%).

-The field of obstacles related to university administration ranked fourth, with a weighted mean ( of (3.1) and a percentage weight (62%) 72%).

-The field of obstacles related to the curriculum ranked fifth with a weighted mean of (2.7) and a weight percentile of (54.8).

The most prominent obstacles were: (The suitability of the university curriculum vocabulary to traditional education methods more than e-learning) with a percentage weight (70%), the difficulty of implementing assessment activities through elearning with a percentage weight (68%), the difficulty of good planning to choose the appropriate method for each educational goal with a percentage weight.

(66%).