1. Attitudes towards E-Learning By Fairouz Farah Sarkis Director Arab Open University - Lebanon

2. Introduction: Introduction: The inequalities between North and South in the diffusion and use of New Information and Communication Technologies (NICT) are still there. The inequalities between North and South in the diffusion and use of New Information and Communication Technologies (NICT) are still there. Although third world countries users of NICT had increased rapidly in recent years, yet Data shows that Although third world countries users of NICT had increased rapidly in recent years, yet Data shows that qualitative differences in NICT use & diffusion between "The Information Rich" and "The Information Poor" have been growing stronger. Even though it has been built on its western counter part, Even though it has been built on its western counter part, the NICT of developing countries seems to be lacking in planning and vision about the place, function and cost effectiveness of NICT within their economy. the NICT of developing countries seems to be lacking in planning and vision about the place, function and cost effectiveness of NICT within their economy.

3. Bridging the gap requires more Education and Training in terms of both quantity and quality. Bridging the gap requires more Education and Training in terms of both quantity and quality. E-Learning probably is one of the means by which education and training can reach greater number of people especially that development of E-Learning platforms and open source systems contributed to the ease of accessing knowledge at the higher education level and training both pre and in service. E-Learning probably is one of the means by which education and training can reach greater number of people especially that development of E-Learning platforms and open source systems contributed to the ease of accessing knowledge at the higher education level and training both pre and in service. Among the Open Source Systems that have been used largely by higher educational and training institutes is "Moodle". Among the Open Source Systems that have been used largely by higher educational and training institutes is "Moodle".

4. The Moodle platform includes several features such as: The Moodle platform includes several features such as:  Class schedule  Assignments  Participant profiles  Chat  Interactive glossary  E-mail  Lessons that the teacher can create,  Quizzes  Surveys  Forum  Workshops which enable students to work collaboratively.  Teachers can also post resources, including text or links to web pages.

5. Arab Open University - AOU: Among the higher education institutes that use E-learning as part of its instructional tools is the Arab Open University. Among the higher education institutes that use E-learning as part of its instructional tools is the Arab Open University. The aim of the Arab Open University which is funded by the AGFUND is to give quality education for the least cost to the largest number of Arab youth. The aim of the Arab Open University which is funded by the AGFUND is to give quality education for the least cost to the largest number of Arab youth. The mode of teaching at the AOU is a hybrid model, it uses face to face tutorials and e-learning through Moodle where students can access their lectures and post their assignments. There is also a discussion forum for each course where students can discuss the course with their peers and with the lecturer. The mode of teaching at the AOU is a hybrid model, it uses face to face tutorials and e-learning through Moodle where students can access their lectures and post their assignments. There is also a discussion forum for each course where students can discuss the course with their peers and with the lecturer.

6. To be able to enhance the diffusion of NICT, traditional Face to Face instruction is one of the means which no longer can help mass diffusion. However, if E-learning is to play the required role, attitudes of learners should be taken into consideration in order to develop convenient tools. To be able to enhance the diffusion of NICT, traditional Face to Face instruction is one of the means which no longer can help mass diffusion. However, if E-learning is to play the required role, attitudes of learners should be taken into consideration in order to develop convenient tools. Objectives of this study: Objectives of this study: The main objective of this study is to learn about students’ attitudes towards E-learning having this method as a part of instructional method. The main objective of this study is to learn about students’ attitudes towards E-learning having this method as a part of instructional method.

7. The following factors were considered in studying students’ attitudes: The following factors were considered in studying students’ attitudes:  Gender (Male ; Female)  Marital Status (Married; Single).  Age ( 28)  Geographical distribution (Inside and Outside Greater Beirut).  Field of Study (ITC; Business Systems; Business Economics; English Language and Literature; Bachelor in Education; Teaching Diploma).  Access to PC & Internet.

8. A - Sample: The sample of the study is comprised of 1476 students of different marital status,age groups and of different geographical areas as shown : Table 1 – Gender and Marital status: GenderTotalSingleMarried Female 39.7%86.2%13.8% Male 60.3%92.8%7.8% Total 1476 1331145 Table 2 – Geographical distribution and Age Category: Geographical distribution Total< 2222<…<28> 28 Inside Greater Beirut 50.4% 53.5%36.7%9.8% Outside Greater Beirut 49.6% 55.2%37.8%7%

9. Table 3 – Field of study and Age Category: Field of StudyTotal< 2222<…<28> 28 ITC 39.2% 51.7%41.5%6.8 Bus / Systems 44.7% 61.7%34.2%4.1 Bus / Economics 5.7% 59.5%34.5%6% English Literature 6.4% 31.9%38.3%29.8% Education / bachelor & Diploma 4%39.17%71.25%89.58%

10. B - Access to PCs and Internet:  87.3% have PC at home  47.2% have Internet connection at home Table 4 – Field of study and Access to PC & Internet at home : Field of StudyPC at homeInternet at home ITC92%52.7% Bus / Systems84.6%41.9% Bus / Economics84.5%42.8% English Literature80.8%46.8% Education / bachelor & diploma 86.2%68%

11. Table 5 – Age category and Access to PC & Internet at home: Age CategoryPC at homeInternet at home < 2285.6%49.9% 22<…<2889.2%56.6% > 2890.3%67.8%

12. Preference of instructional method C - Attitude:  Both  Self Study  Face to Face Most students prefer the hybrid method.

13. Table 6 – Age Category and Preference of instructional method Age CategoryFace to FaceSelf studyBoth < 2234.3%22.1%43.6% 22<…<2832.7%21.2%46.1% > 2827.7%18.8%53.5% Table 7 – Preference of instructional method and Gender: Instructional method Face to FaceSelf StudyBoth Male33.8% 24.1% 42.1% Female32% 17.5% 50.5% Age has no significant difference on students attitudes except for a slight difference between the young and the older students Females have more preference for hybrid method.

14. Table 8 – Preference of instructional method and geographical Distribution: Instructional method Inside Greater Beirut Outside Greater Beirut Face to Face50.4%49.6% Self Study49.6%50.4% Both50.3%49.7% Geographical area has no significant difference on students attitudes towards instructional methods.

15. Preference of Communication method  Moodle  Telephone  E-mail  Face to Face Most students prefer the face to face method for communication.

16. Table 10 – Preference of communication Methods and Gender: Communication Method MoodleE-mailTelephoneFace to Face Male24.4% 8.6%4.5% 62.5% Female17.2% 4.8%6% 72% Table 11 – Age category and Preference of communication Methods: Age categoryMoodleE-mailTelephoneFace to Face < 2224.5% 7% 5.2%63.3% 22<…<2818.5%6.7%4.4%70.4 > 2816%9%8%67% Both Females and Males prefer Face to Face and it is more with Females. Age has no significant difference on students attitudes towards means of communication

17. Table 12 – Geographical distribution and Preference of Communication Methods: Geographical distribution MoodleE-mailTelephoneFace to Face Inside Greater Beirut20.5% 6.8% 4.7%67.8% Outside Greater Beirut22.7% 7.2% 5.5%64.5% Geographical location has no significant difference on students’ attitudes towards means of communication