Prof. Ali Al Musawi Emeritus ProfessorCHAPTER-22
eLEARNING IN OMAN
E-Learning from an Omani Perspective
Ali Sharaf Al MUSAWI
Sultan Qaboos University, OMAN
ABSTRACT
E-Learning has introduced new approaches of instructional delivery where
the roles of teacher and student have significantly changed.
The case in Oman shows that the introduction of these approaches needs to
keep pace with the demands of the times, but only the actual needs arising
from social and educational context of Oman. Attention should be given to
the socio-cultural understanding of teacher-student relationship in open
technology-enriched learning contexts.
Omani educational institutions continue to review their policies and
provision of e-Learning, considering technological alternatives for resolving
some of the pressing issues posed by the actual needs. There is a need for
coordination at the national level to create strategies and mechanisms and
controls that ensure the quality of e-Learning institutions and outputs.
INTRODUCTION
The Sultanate of Oman, being a developing country, has gone through many
social changes that have, in turn, altered the Omani society needs.
Technology, on the other hand, has exerted a tremendous impact on the
Omani societal setting and contributed to even more needs.
The above argument also raises another demanding social need. For example,
the number of secondary schools graduates is increasing throughout the years
and accommodating these ever increasing numbers forms a great challenge to
the Omani higher education system.
The social demand to increase the higher education intake is obvious. Taking
in consideration that these graduates are well tuned to recent technological
533
development, may contribute to alleviate this problem through instituting a
quality technology enriched distance and electronic learning system where
the higher education institutions could admit a certain number of students
using this delivery method.
The Internet and other forms of e-learning platforms are being introduced
and diffused into the Omani educational systems for teachers and faculty
members to go online.
Versions of learning management systems such as WebCT, Moodle, and eportals have been implemented at many educational institutions.
Strategies are being used to publicize and popularize e-learning and
encourage lecturers to put their courses onlineIt is important to discuss
lessons learned in the Omani context to set the stage for future development.
Studies have been conducted on the perspectives of the early adopters and
other dimensions of e-learning.
These shoe that the planning and organization of change in educational
system takes time, tact, skills, experience, perseverance and much more.
These and other challenges may have implications for other Arab educational
institutions in the region as moves are being made by some of these
institutions to collaborate in the pursuit of e-learning.
COUNTRY
The Sultanate of Oman is an Arab country in southwest Asia on the southeast
coast of the Arabian Peninsula. Chief of state and government is His Majesty
Sultan Qaboos bin Said Al Said who appoints the cabinet of ministers. The
Council of Oman is made up of member of the "state council" and
"consultation council" and assists the government in drawing up the general
policies of the state.
The Council meets at the request of Sultan Qaboos, to study and discuss
matters raised by him, taking all its decisions on the basis of a majority vote
(MOI, 2008).
The Sultanate is divided into nine governorates and regions. Each
governorate consists of states share common cultures, habits, Arabic dialects,
history, traditional clothing and traditional occupations.
534
Figure 1.
A Map of Oman
The Ministry of Economy estimates that in mid 2006 the total population was
(2.577) million. Of those, (1.844) million were Omanis. The population has
grown from (2.018) million in the 1993 census to (2.340) million in the 2003
census. Omani citizens enjoy good living standards. Major source of income
is oil. The other sources of income, agriculture and local industries, are small
in comparison and count for less than (1%) of the country's exports.
Industries contribute only with (4%), but there are governmental plans to
increase this. Oman has other mineral resources including copper, asbestos
and marble. The Omani economy has been radically transformed over a
series of development plans beginning with the first five-year plan (19761980). A vision of Oman's economic future up to the year 2020 was set out at
the end of the first phase of the country's development 1970-1995. Vision
2020, outlined the country's economic and social goals over the (25) years of
the second phase of the development process (1996-2020).
535
It has developed the following aims with regard to securing Oman's future
prosperity and growth (MONE, 2007):
To have economic and financial stability
To reshape the role of the Government in the economy and to
broaden private sector participation
To diversify the economic base and sources of national income
To globalize the Omani economy
To upgrade the skills of the Omani workforce and develop human
resources
The estimated workforce was (920,000) in 2002. A large proportion of the
population were still engaged in subsistence agriculture or fishing. The
skilled local labor force is small, and many of the larger industries depend on
foreign workers who constituted over (80%) of the modern-sector workforce
in 1996 (MONE, 2007).
The Omani culture has its roots firmly in the Islamic religion. All Omanis are
Muslims, but they are not only tolerant of the beliefs of different Muslim
divisions, they are also tolerant towards believers of other faiths, who are
allowed to practise their religion in churches and temples. Although Arabic is
Oman's official language, the country has also adopted English as a second
language (MOI, 2008).
EDUCATION
In 1970, there were only (3) boys schools with (909) students in Oman. On
the the 2nd National Day on 18th November 1972, His Majesty Sultan Qaboos
bin Said, talked about the importance of education emphasizing the need to
“break the chains of ignorance. Schools have been opened regardless; the
important thing is that there should be education, even under the shadow of
trees“.
The educational mutation was enormous. It accrues at (1000) schools and
(469,849) male and female students in 1995. However, in that same year, the
Ministry of Education prepared a report on how to implement new education
reforms focusing on human resources development; and in 1997, the Minister
of Education at the "consultation council" stressed the importance of the
reform and shared with members the new changes which involve changing
the structure of the Ministry, revising the aims of education, abolishing the
afternoon schools, and providing a
unified (10) year education system
536
with two cycles (4 years for cycle 1 and 6 years for cycle 2) by the
government for all children of school age. It meets their basic education
needs in terms of knowledge and skills, enabling them to continue their
education and training according to their interests, aptitudes and dispositions.
It also prepares them to face the challenges of present circumstances and
future development in the context of comprehensive social development.
This basic education aims at an integration between theory and practice,
thought and work, education and life comprehensiveness in developing all
aspects of a whole personality the acquisition of self-learning skills in the
context of a lifelong education inculcating the values and practices necessary
for mastery and excellence in learning and teaching meeting the needs of
human development in the context of comprehensive social development.
The schools are furnished with learning resource centers, computer
laboratories, and science, environmental life skills, music, and multi-purpose
rooms (Al Balushi, 2000). It is envisaged that the Basic Education System
will be expanded, while post-Basic education for the 11th and 12th grades
will be upgraded to encourage the continuing development of skills, enabling
young people to benefit from educational, training, and work opportunities
schemes, after they have left full time education.
The Sultanate has over than (50) public and private higher education
institutions. Those are regulated and, sometimes, administered by the
ministries of higher education, manpower, and health. The Ministry of
Higher Education continues to send students on scholarships abroad. There
are currently Omanis in Australia, New Zealand, the United States, the UK,
France and Germany.
There are two categories of sponsorship, full scholarships, and partial
scholarships. In 2007, five colleges of education were converted into colleges
of applied sciences with language laboratories along with information
technology centers were installed at each college. From the moment the door
was first opened to private investment in higher education the sector has seen
steady progress.
The Accreditation Council was set up in 2001 to regulate the accreditation,
assessment and quality control of the Sultanate’s higher education
institutions and several plans and programs have been drawn up to guarantee
the standards of the higher education sector. The government offers extensive
facilities and support to encourage the growth of private higher education
institutions.
537
Non-government universities receive grants totaling (50%) of their paid-up
capital, to a maximum of (USD8) million (MOI, 2008).
Sultan Qaboos University (SQU) received its first student intake in (1986)
and endeavored to establish itself as one of the Sultanate’s academic and
scientific pioneers.
Today SQU offers a wider range of opportunities for general secondary
certificate graduates than ever before. The University has ten colleges and
seven research centers, and awards bachelors and masters' degrees, as well as
higher diplomas and doctorates. Scientific research is devised to upgrade the
quality of education offered by at the university, while enhancing its
contribution to the sciences and human knowledge. In 2005, a national
scientific research council was also established to reflect official recognition
of the importance of scientific research both for the national economy and
the entire society in a sustainable manner. A science and technology policy
that consists of clear strategies and a detailed road map to ensure its
successful implementation of research and development was formulated
(MOI, 2008).
DISTANCE EDUCATION IN OMAN
Recently, most of the Omani educational institutions at all levels have
adopted the concept of electronic learning in which educational and training
programs are presented to the students at a distance over the internet.
Students who are part of this scheme either study alone or with the assistance
of a teacher. These programs depict some of the early adopters of distance
learning systems in the Sultanate.
The Ministry of Education holds the view that distance education is bringing
new types of learning to isolated students and, where trained teachers in
specialized subject areas do not exist, distance education represents a lifeline
of hope. However, one of the most crucial aspects of the implementation of
sound plans involves the development of trained teachers who know not only
how to operate computers and other technology, but also are experts at how
to use technology to help students to learn more easily and more effectively.
Planning for ICT must be carried out in a responsible way to ensure that its
implementation is not short lived, but sustainable over a period of time.
While young students in Oman are encouraged to build virtual worlds, older
students learn to create animations, web pages and to program what the
computer does using advanced programming languages (MOE, 2008).
538
On the other hand, some Omani higher education institutions are affiliated
with overseas universities in India, USA, UK, and Australia through which
some provide their students with distance learning courses and programs. For
example Virginia Tech act as educational adviser, and a partner to establish a
new university that will focus mainly on science, business, and engineering,
but once it gets off the ground, there are hopes for a liberal arts curriculum
outside of the core course that it's currently prepared to offer (Prendergast,
2008).
The Omani branch of the Arab Open University is a full-fledged distance
learning higher education institution. Its case will be discussed later. The
Ministry of Higher Education has also approved several accredited
distance/online universities for Omani students to study through. Those
include a list of Arab, regional and international universities. Yet, with the
increase of students' numbers graduating from the secondary schools, access
to higher education is indeed one of the main difficulties that must be
actively dealt with (Al Musawi, and Abelraheem, 2004).
Distance learning materials and software used in traditional and electronic
formats are copyrighted. Copyrights in Oman are protected under Royal
Decree 37/2000. Protection continues for (50) years after the author’s death.
Financial rights such as royalties are afforded under this law. The authors
enjoy the right to have their work published in a pen name. Infringement of
copyright is punishable by the Omani law. Ministry of Commerce and
Industry in association with World Intellectual Property Organization
(WIPO) organized an International Seminar discussed the theoretical
framework of intellectual property and its role in trade and commerce within
the Arab world (ITA, 2007).
TECHNOLOGY AND ICT
The Sultanate’s strategy to fully liberalize the communication sector has
provision to allow private operators of internet services. Oman
Telecommunication Company (Omantel), the government agency in-charge
of communications in the Sultanate, was privatized in March 2002. It
currently provides the countries fixed-line and internet services. It has
completed several fiber optic projects in the interior regions of the Sultanate
and linked the remote islands with microwave link. Wireless connectivity for
broadband services is available for adoption in Oman. Currently the mobile
communication service providers offer a wireless connectivity for accessing
the Internet. Such a service connects to the Internet, using a WiFi enabled
539
laptop, PDA or mobile device to make it possible to conduct remote meetings
and tele-presentations as well as process emails (ITA, 2007).
Telecommunication Regulatory Authority (TRA) is a governmental agency
established in 2002 to regulate telecommunication activities at the national
level (TRA, 2006).
Other regulatory bodies and strategies were formed to introduce eGovernment and create a ‘digital society’. In 1998, the National Information
Technology Committee was set up to oversee the development of the
Sultanate’s information technology sector and to work towards an egovernment initiative. This committee set up the ‘Information Technology
Task Force’ as the technical action group comprising representatives of the
competent departments and bodies and the National Information Technology
Strategy was launched in November 2002.
A plan of action to be implemented by the Information Technology
Technical Secretariat was compiled. It is the first major step in the country’s
ambitious plans. Information Technology Authority (ITA) was then set up in
2006 as an autonomous legal body affiliated to the Minister of National
Economy. ITA serves as a competency centre on best practices in eGovernance and in harnessing information and communication technologies
(ICT), thereby offering efficient and timely services, integrating processes
and improving efficiency in service delivery.
E-Oman, the digital society plan of action, incorporated a range of initiatives
towards provision of government services through electronic channels,
building ICT capacity within various segments of corporate sector and the
common public. E-Oman comprises of a wide range of initiatives and
services that are designed and created to improve the efficiency of
government services, enhance the activities of businesses and empower
individuals with skills and knowledge, to meet society’s needs and
expectations and to direct Oman towards becoming a Knowledge-based
Economy.
The implementation of the strategy began in May 2003 with the following
focus areas: streamlining government services to citizens and business,
creating and nurturing knowledge-based industries developing a local ICT
sector, supporting a better competitive environment, providing employment
for Omani youth, enabling better healthcare, improving educational
opportunities, supporting tourism sector, enhancing social development using
it, making Oman a more attractive destination for foreign investment and
540
conducive for business. Knowledge Oasis is the Information Technology
park of Oman.
It is a public-private sector led initiative committed to creating a multistakeholder environment. In such an environment, entrepreneurs, small and
medium-sized enterprises as well as established multi-nationals can innovate
and nourish the ICT sector within the region. The park now hosts two
dedicated technical colleges to groom and nurture future talents and upgrade
the manpower skills required for various businesses. The National
Information Technology Training and Awareness Initiative is a nation-wide
initiative aimed at developing ICT skills capability and increasing ICT
awareness within the government and the community. The Government
Information Technology Training project aims to train and certify all civil
service employees during the three year period 2007-2010. The Community
Information Technology Training project aims to set up community
technology learning centers throughout the country. The primary purpose of
these centers will be to reduce computer illiteracy and bridge the digital
divide by providing free or low cost information technology education to the
community. ITA launched pilot programs in the first and second quarter of
2007 in order to prepare a framework for national implementation of
community information technology training (ITA, 2007).
In response to academic and training needs, Omani specialists in educational
and information technologies have formed a professional society, the Omani
Society of Educational Technology (OSET). As an ICT in education expert
group, OSET, which was formally inaugurated in 2006, aims to: (1) conduct
research on educational technology impact on education in Oman and the
Gulf states; (2) present the society role and emphasize its contribution to the
socio-educational developments; (3) form a niche to the Omani/Gulf
specialists and develop their experiences; (4) keep abreast of the
technological innovation in education and disseminate their applications
within the Omani society; and (5) link with similar associations in the Gulf
and other parts of the world. OSET has conducted many workshops and
seminars and plans to have its first international conference in March 2010. It
also plans to issue a specialized reviewed journal of its own (OSET, 2009).
In 2006, penetration levels of ICT services in Oman show that the number of
internet subscribers is (63,332) with dial- up subscribers at (48,770), DSL
subscribers at (13,360), leased Line Subscribers at (246), and other internet
services subscribers at (956). A gender based ICT usage study was conducted
by the TRA and SQU's telecommunication research center revealed that the
541
male-female ratio is almost 1:1. The dominant age group in the population
pyramid is between (15) and (64) years of age. The results showed that in
Oman males normally spend more on ICT than females and that around (54)
and (46) per cent of male and female respectively use internet in the
Sultanate. The demand and access to the internet service is much related to
the availability of means of access such as computers, fixed line and public
access centers such as internet cafes. It was also evident from this survey that
on an average an Omani individual spends (USD7.8) per month for Internet
access (International Telecommunication Union, 2006).
In education sector, ICT was first introduced into mixed gender basic
education first cycle schools in September 1998. Seven computers were
initially located in each school’s learning resource centre (LRC). All students
in grades one to three visited the LRC once a week, while this was increased
to two visits a week for grade four students.
In 2003, computers began to be introduced into the teaching classrooms. Two
laptop computers were used in these classrooms as one of the sets of
resources through which groups of students rotated. While some commercial
software was employed, most of the activities are created locally by
curriculum developers and classroom teachers.
The first batch of second cycle basic education schools was opened in the
2001-2002 school year. Second cycle covers grades five to ten and in most
cases, boys and girls attend separate schools. ICT was from the very
beginning considered as an important part of the new basic education
program. Spiral information technology curriculum has been introduced to
provide opportunities for students to gradually become aware of the many
ways in which computers and their peripheral components can be used as a
personal tool to assist them in their learning and their future lives. Every year
a new ICT grade level curriculum and support materials were introduced and
an ICT curriculum is now available for all grade levels in second cycle
schools. Students in second cycle schools have greater access to technology
than students in first cycle schools.
At each grade level in second cycle, students have two ICT classes every
week. Teachers encourage students to use laptop computers and LCD
projectors to make presentations in subject classrooms. In addition, many of
the concepts and skills introduced in the ICT curriculum are complemented
by curriculum units in other subject areas. Collaborating with other students
and out-of-school experts is encouraged through dedicated software and
542
troubleshooting strategies for hardware and software are explored.
Information literacy and information and communications technology
knowledge, skills and values comprise the expected outcomes of the
program. Continuous assessment and the evaluation of student progress are
achieved through observation, interviews, performance tasks and analyzing
student products (MOE, 2008).
In higher education, an Internet-based admission service has been rolled out
from the higher education admissions centre of the Ministry of Higher
Education for the student fraternity.
This online service improves the experience of the students seeking
admission into over (50) different public and private higher education
institutions in Oman. Apart from increased efficiency in processing student
applications, the system also ensures fair and equal treatment for all
applicants while enabling secure electronic data transfer for better accuracy
and transparency. Many higher education institutions have equipped their
campuses with office and portable computers, LCD data shows, Internet and
Intranet links, e-mail facility, plasma screens, multimedia laboratories, and
learning management systems (LMS) (Al-Musawi, 2007).
For example, the Ministry of Higher Education has initiated recently a
restructuring program aiming to provide the existing six colleges of applied
sciences with more applied information technology. A particular emphasis is
directed towards improving the learning methods by developing and
implementing a unified LMS which serves the new form of these colleges.
Such system is particularly intended to improve the e-learning skills in the
six colleges (Gattoufi, Al-Naabi, and Gattoufi, 2007). Some of these
institutions own their videoconferencing facilities.
They usually have their own service centers of educational and information
technologies with skilled technical staff to provide the required maintenance
of hardware and systems. Some of these centers have trainers and designers,
and run in-house training programs for the faculty members and students. In
this regard, Al Musawi (2007) study's findings showed a tendency for future
expansion with less expensive technologies and the need for training.
The study found that there is a need to support higher education institutions
with technical and human resources to increase and activate the use and
number of new instructional media and equipment.
543
E-LEARNING AND INTEGRATION
E-Learning implies making use of ICT to develop student learning. It
becomes one of the important applications and an innovative way of using
these technologies in education and training systems. "With the advent of the
Internet and e-Learning methodologies and technologies, providers of
education (K12 and higher education) and training are creating e-Learning
materials to fulfill the demand (Khan, 2005: 3). The technological
developments, especially concerning the possibility of communicating
directly and creating groups of virtual interaction, and the introduction of
multimedia, audio-conferencing and remote imaging; all this has led to the
emergence of a modern e-Learning with the most prestigious universities in
the US and Europe transfer from their traditional to e-Learning and distance
learning methods (Gaddaa, 2003). E-Learning content is based on the
cognitive structural theory (constructivism). Research indicates that the new
direction of research should be about the recruitment methods and the design
of "virtual teacher" by the "effective teacher" to attract the attention of article
about student learning on the Web (Marriott, 2004).
The Ministry of Education is continually developing and enhancing its elearning environment. Classrooms are being linked to the new world of
learning possibilities available through Intranets and the Internet. Both public
and private schools are rapidly adopting technology to create a
comprehensive and connected learning community.
A part of the MOE reform of education are LRCs with the mission to provide
an educationally sound information literacy curriculum for developing the
students of Oman into life-long learners, ones who would be able to use
learning throughout their lives as a way to solve problems, act ethically, plan
for the future, and prepare for change (Moore, 2004). In addition, a course on
refining research skills has been made compulsory for all students in grades
eleven and twelve where ICT skills play a vital role in student investigations
to identify patterns in the data and construct new knowledge.
Through a project with UNESCO, a virtual library of learning materials is
being developed to aid blind and deaf students. Students who cannot attend
one of the special schools will be able to access this bank of voice and image
enhanced materials over the Internet. Secondary students who have not come
through basic education are learning basic computer skills through the
International Computer Drivers’ License (ICDL) program to learn basic IT
skills before entering a collegiate study program. As of date approximately
544
(370) accredited school-based training centers have been established with
ICDL certified teachers. Over 100,000 students have been trained and tested
at about (18) ICDL accredited testing centers (MOE, 2008). In addition, a
comprehensive educational portal has been designed by the Ministry of
Education and it is currently at the pilot stage. The portal facilitates a
centralized electronic archive of information about students studying under
the
Omani educational system at both public and private schools. Interactivity
between administrators, teachers, students, and parents occurs through the
Internet, email and SMS. Due to the integrated data management, students
shall be able to transfer the classrooms as well with improved quality of
learning experience (ITA, 2007; Al Shanfari, 2007).
Although most teachers who initially worked with students in first cycle
schools were very committed, they tended to have limited experience of
using computers and were drawn from other subject areas.
All of their professional development came through courses and workshops
organized by the Ministry of education and delivered either centrally or
regionally. While most of these teachers had good teaching and assessment
skills, they often lacked knowledge and skills related to the use of computers,
both personally and professionally, and on ways in which computers can
enhance student learning. In the second cycle, most ICT teachers in were
graduates of the new teachers colleges in Oman and came with a combined
specialty in mathematics and computers but had only limited practical
experience in teaching and assessment, little understanding of the concept of
integration of ICT into the curriculum, and no experience with graphics
software.
A cascading model of professional development was developed with regional
core teams attending courses and workshops in Muscat and then returning to
the regions to pass on the knowledge and skills acquired using some of the
instructional strategies and learning materials provided (MOE, 2008).
In 2005, the college of education at Sultan Qaboos University has opened a
new department offering a bachelors degree in instructional and learning
technologies to prepare information technology teachers and LRC specialists.
The first batch of graduates from this department joins the service in the
schools in 2009 (Al Musawi, 2010).
545
The Ministry thinks of applying a comprehensive plan of 'school of
excellence'. The concept is proposed to:
pilot new hardware and software technologies in education;
model ICT in education programs;
pilot new e-content and digital interactive materials;
collaborate with universities to develop and evaluate new teaching
methodologies; and
provide regular ICT trainings.
The implementation of these objectives starts by establishing three schools
(one from each grade level cycle 1, cycle 2, and post basic) in 2013 in each
educational region with a total of 33 schools of excellence where each school
has highly developed technology classrooms, a technology specialist, a well
equipped LRC. The Ministry of Education has to develop partnerships with
technology companies and universities to pilot, evaluate, and develop new
teaching strategies and methodologies that use ICT in education and expand
the new teaching strategies and methodologies of the school of excellence to
other schools in Oman so they become training centers for teachers (MOE,
2009).
In higher education, technology has transformed the practice of Omani
institutions which is set to modernize her education to align with the rest of
the world. Several issues are receiving attention as policies are formulated
and the requisite foundations are being laid in preparation for the national
distance education program in Oman. While these institutions are not
oblivious of the advantages of e-learning, many Omani educators will be
better convinced with more research evidence on the quality, security and
credibility issues of e-learning. The Omani concern for comparability of
standards with the traditional system is a genuine one which must be
attended to before e-learning can be developed, disseminated and diffused
into higher education on a large scale (Al Musawi and Akinyemi, 2002).
CASE STUDIES
Case 1: Sultan Qaboos University
At Sultan Qaboos University, the centre for information systems has issued
the university computing policies and security, equipment and information
protection rules to guide the clients on how to use on-campus information
technology and systems (SQU, 2002A and 2002B). They regulate the use and
abuse of the resources including
hardware, software, networks and
546
any other support facilities. These documents are available online. Sultan
Qaboos University, also hosts the CISCO regional academy for CISCO
training programs. Other higher education universities host such e-learning
certification programs and operate under the regional academy at SQU. This
has expanded the opportunities for students and employees to gain vendor
based certification through e-learning mode (ITA, 2007). There are several
students' societies at SQU working in the fields of educational, information,
and communication technologies at the university and colleges levels. Those
hold many annual scientific activities and exhibitions showing the students'
products, thoughts and innovations. Sultan Qaboos University has
undertaken number of research projects based on specialized areas of eLearning. The research has been funded by SQU, private organization and
some external sponsors.
1. Some of these described the development of distance learning project
for common courses (Al Kindi, Al Musawi, Eltahir, et al., 2006).
Another research was conducted by Rawahi (2006) on e-Learning
evolution at the college of medicine and health sciences. It concludes
by presenting the college visions and directions on the
implementations of information technology infrastructure.
2. Faculty members use the Internet in their instruction, but it was
found that web-assisted instruction is equally effective as f2f
instruction in students’ achievements (Al Musawi, and Abelraheem,
2004).
3. Research also conducted in terms of LMS. Akinyemi (2002) wrote
that the adoption of Web-CT marks the beginning of a new era of
instructional delivery mode at the Sultan Qaboos University but the
challenges of the new technologies are being surmounted. However,
the positive attitude of faculty across programs towards e-learning as
demonstrated through their willing attendance of presentations and
workshops is a reliable proof of interest in technology adoption. A
study conducted by Al-Khanjari, Kutti, and Dorvlo (2005) indicate
that the Web Based Instruction (through WebCT) classroom
education with the use of an efficient course management system is a
good alternative for SQU lecturers. In a follow-up study Al-Khanjari,
Kutti, and Ramadhan (2005) found that WebCT in conjunction with
classroom education can provide a feasible platform particularly for
SQU undergraduate students. Students trained in the e-Learning will
be life-long learners and able to apply the acquired training in
solving problems in their workforce. Naqvi (2005) study has too
showed that SQU students who were exposed to the WebCT online
547
learning environment, had positive attitudes toward WebCT and in
turn had better learning and understanding of the course material
because it helps them in better understanding and learning the course
material. Hatem, Ramadhan, and Neagu (2005) suggested a practical
method towards semantic web application to e-Learning along with
its design framework to ensure that SQU develops a repository
reflecting the actual data and the semantics of all of its resources
including courses on WebCT and materials of the Visual Library.
4. Research in the field of professional development shows found that
there is no structured form of program or plan that has a clear vision,
goals, and strategies for educational technology faculty development
at the college level (Al Washahi, 2007). Al-Musawi (2008) reiterated
that professional development workshops at the university level,
although satisfactory to an extent as perceived by the faculty
members, need improvements in terms of planning, implementation,
and evaluation.
Case 2: Arab Open University, Oman
The Omani branch of the Arab Open University (AOU, 2009) is a fullfledged distance learning higher education institution attempting to promote
an open system of higher education that provides open opportunities of
studies for professional development and lifelong learning and to produce
graduates who are capable of embracing current and emerging technologies,
and who are competent in working in a global economy. AOU branch started
its operation in 2007 after being granted approval by Ministry of Higher
Education. The AOU with its emerging information technology platforms
has opened new learning opportunities.It offers bachelors degree programs in
business, English language, and in information technology for those in the
upper age group, in employment, and belonging to the lower and middle
income strata of the society. The university used an open system, good
quality subsidized higher education, and flexible mode of learning. Recent
research shows that AOU students and workers are aware of the use of the
distance learning system and that they are highly satisfied with the flexible
methods of delivery (Al Khadouri, Al Rajhi, Al Nasri, et al., 2009; Al
Balushi, Al Suleimani, Al Jahwari, et al., 2009).
Case 3: Huda Private School
Huda Private School (ITA, 2007) is the first electronic school in the
Sultanate which is completely networked with about (50) wireless access
points. Both the teacher and the students use multimedia laptops which are
connected to the school’s intranet website and to the Internet. The school’s
548
intranet hosts e-books and other software which enable the students to use
their e-pens to write on their monitor and transfer these to their electronic
exercise books. Student registrations, attendance recording, exam scheduling,
grading, annual results compilations, etc. are centrally managed and
information is made available to both teachers and parents. In addition the
SMS technology is used send alerts to parents about the progress of the
student. The inter-connectivity also enables ministry circulars, internal
bulletins, correspondences between teachers and students and activity
photographs are exchanged through electronic networks thus saving time and
increasing efficiency dramatically.
ISSUES OF E-LEARNING
Research has identified different issues. Behl, Fitzgerald, and Vrazalic
(2007) found that the four main areas to address in relation to the use of
online delivery are student characteristics, ICT environment issues, and
support for students and authentic activities. Akinyemi (2003) examines the
perspectives of some Omani students on web based learning and possible
cultural interference and found that results are yielding evidences of the need
for further research in this area as the interactivity factor in web based
learning poses an obvious threat to the Arab culture and religion in view of
some of the foregoing learner reactions and the uncontrollable inevitable
potential of virtual learning. Hall (2009) reported that if online learning is to
be used in Oman then the effect of cultural values and preferences must be
considered in the way that learning is designed; this emphasizes the necessity
of using design principles that account for culture and enable the challenges
of quality and access to be met more effectively. Al Musawi, and
Abelraheem (2004) concluded that e-Learning standards must be set before it
can be used widely in Oman. An increase in the human and technical
resources should be sought and more technical staff is required for
employment. Omanis should be sent abroad on scholarships in order to be
able to run bachelors and masters' programs preparing young Omanis in the
field of e-Learning. This means graduate and post-graduate programs should
be opened locally (Al Musawi, 2010). Al Gharbi, Al Hatali, and Hatem
(2004) supported these conclusions and called for greater cooperation and
coordination between higher educational institutions and other government
and private agencies to help fill the gap between demand for information
technology specialists and their supply by higher educational institutions.
Higher educational institutions should also benefit from the expertise of the
Sultan Qaboos University academic and information technology technical
staff.
549
CONCLUSION
It becomes obvious that as the number of students enrolled increases at
Omani educational system, the need to offer additional resources and
facilities increases too. Academic programs could be offered through elearning in addition to the traditional education. Research findings show that
there is awareness among Omani teachers and faculty members to expand on
new e-learning and digital multimedia technologies and that their perceived
values of the technology are tangible. However, the Omani concern for
comparability of standards with the traditional system is a genuine one which
must be attended to before e-learning can be developed, disseminated and
diffused on a large scale. This addresses one of the most important questions
faces the implementation of e-learning: the question of quality. E-learning
quality issue need to be resolved as the continuing rapid growth in students’
number graduated from Omani secondary schools poses major strategic
challenges for the higher education system.
REFERENCES
Akinyemi, A. (2002). E-Learning: A Reality in Sultan Qaboos University. In
G. Richards (Ed.), Proceedings of World Conference on E-Learning in
Corporate, Government, Healthcare, and Higher Education 2002, pp. 1113–
1115, Chesapeake, VA: AACE; retrieved on 03.10.2009, available at:
http://www.editlib.org/d/10350/proceeding_10350.pdf
Akinyemi, A. (2003). Web-Based Learning and Cultural Interference:
Perspectives of Arab Students. In G. Richards (Ed.), Proceedings of World
Conference on E-Learning in Corporate, Government, Healthcare, and
Higher Education 2003, pp. 1858-1862, Chesapeake, VA: AACE; retrieved
on 03.10.2009, available at: http://www.editlib.org/d/12239/proceeding_12239.pdf
Al Balushi, A., Al Suleimani, S., Al Jahwari, F., and Al Weheibi, N. (2009).
Current Status of Distance Learning Systems at the Arab Open UniversityOman Branch as Perceived by Its Workers, Unpublished MA Course SmallScale Research Project, College of Education, SQU, Muscat.
Al Balushi, S. (2000). Education Reforms in Oman, Technical Office of
Studies and Development Reports (PPT presentation), MOE, Muscat.
Al Gharbi, K., Al Hatali, S. and Hatem, M. (2004). Information Technology
at Omani Higher Education Institutions, the Strategy for the Development of
550
Higher Education in the Sultanate of Oman 2006–2020, Ministry of Higher
Education, Oman.
Al Khadouri, M. & Al Rajhi, H., Al Nasri, A., Al Shihhi, A., Nawfal, Z., and
Al Lamki, K. (2009). Arab Open University's Omani Students' Level of
Satisfaction on Distance Learning, Unpublished MA Course Small-Scale
Research Project, College of Education, SQU, Muscat.
Al-Khanjari, Z.A., Kutti, N.S. and Dorvlo, A. (2005). Preparedness for the
introduction of e-Learning in Higher Education– The Case of Oman, Journal
of Social Science, 1(2), pp. 92–98; retrieved on 03.10.2009, available at:
http://www.scipub.org/fulltext/jss/jss1292-98.pdf
Al-Khanjari, Z.A., Kutti, N.S. and Ramadhan, H. (2005). E-learning under
WebCT, The Journal of Computer Science, 1(4), pp. 487–493; retrieved on
03.10.2009, http://findarticles.com/p/articles/mi_m0VVT/is_4_1/ai_n25121133
Al Kindi, M., Al Musawi, A., Eltahir, M., and Al Naamany, A. (2006).
Analyzing Theoretical Approaches and Their Implications to the
Development of Distance Learning Courses Research Project at Sultan
Qaboos University, Malaysian Journal of Distance Learning, 8(1), pp. 15-29.
Al Musawi, A. (2010). The Instructional and Learning Technologies
Department in the College of Education, Sultan Qaboos University, In Orey,
M. (Ed.) Educational Media and Technology Yearbook, Volume 35,
Association of Educational and Communication Technology (AECT).
Al-Musawi, A. (2007). Current Status of Educational Technologies at Omani
Higher Education Institutions and Their Future Perspectives, Educational
Technology Research and Development, 55(4), 395–410; retrieved on
03.10.2009, available at: http://www.springerlink.com/content/8172068r2rn02756
Al-Musawi, A. (2008). Faculty Perceptions of the Professional Development
Workshops Conducted at Sultan Qaboos University, Journal of University
Teaching & Learning Practice: Vol. 5: Iss. 2, Article 7; retrieved on
03.10.2009, available at: http://ro.uow.edu.au/jutlp/vol5/iss2/7
Al Musawi, A. and Abelraheem, A. (2004). E-learning at Sultan Qaboos
University: Status and Future, British Journal of Educational Technology,
35(3), 363–367; retrieved on 03.10.2009, available at:
http://www.ingentaconnect.com/content/bpl/bjet/2004/00000035/00000003/art00008
551
Al Musawi, A. and Akinyemi, A. (2002). Issues and Prospects of E-Learning
in Oman. In P. Barker and S. Rebelsky (Eds.), Proceedings of World
Conference on Educational Multimedia, Hypermedia and
Telecommunications 2002, pp. 17-18, Chesapeake, VA: AACE; retrieved on
03.10.2009, available at: http://www.editlib.org/d/9281/proceeding_9281.pdf
Al Shanfari, S. (2007). E-Portal Project in Basic Education; PPT report
presented at Omani Teacher Forum 2007, MOE: Muscat.
Al-Washahi, M. (2007). The Perceived Effectiveness and Impact of
Educational Technology Faculty Development Activities in the College of
Education at Sultan Qaboos University, PhD dissertation, presented to the
faculty of the College of Education, Ohio University; retrieved on
03.10.2009, available at: http://www.ohiolink.edu/etd/view.cgi?ohiou1185200451
Arab Open University (2009). About the University, AOU Publications,
Oman branch, Muscat, retrieved on 03.10.2009, available at:
http://www.aouoman.org/About%20AOU.htm
Behl, D., Fitzgerald, J. & Vrazalic, L. (2007). Barriers to e-Learning for
Students in the United Arab Emirates and Oman. In T. Bastiaens & S.
Carliner (Eds.), Proceedings of World Conference on E-Learning in
Corporate, Government, Healthcare, and Higher Education 2007, pp. 23342338, Chesapeake, VA: AACE; retrieved on 03.10.2009, available at:
http://www.editlib.org/d/26707/proceeding_26707.pdf
Gaddaa, Nahid (2003). The Design of Information Systems for Distance
Learning, Proceedings of the 3rd Education Technology Conference, 20-22
October 2003, pp. 11-17, Center of Educational Technology, Sultan Qaboos
University, Muscat.
Gattoufi, S., Al-Naabi, S. and Gattoufi, B. (2007). Readiness For Shifting
From A Traditional Higher Education Learning System To An E-Learning
System: A Case Study From The Sultanate Of Oman, Journal of College
Teaching & Learning, November 2007 Volume 4, Number 11, pp. 55-60.
Hall, A. (2009). Designing Online Learning Environments for Local
Contexts, As Exemplified in the Sultanate of Oman, EdD thesis, Faculty of
Education, University of Wollongong; retrieved on 03.10.2009, available at:
http://ro.uow.edu.au/theses/272
552
Hatem, M., Ramadan, H., and Neagu , D. (2005). E-Learning Based on
Context Oriented Semantic Web, Journal of Computer Science, 1(4), pp.
499-503; retrieved on 03.10.2009, retrieved on 03.10.2009, available at:
http://www.scipub.org/fulltext/jcs/jcs14500-504.pdf
Information Technology Authority (2007). Oman Digital Society Report, ITA
Publications, Muscat.
International Telecommunication Union (2006). Telecom Data CollectionCountry Best Practice: Sultanate of Oman, World Telecommunication/ICT
Indicators Meeting, Geneva, 11–13 October 2006, Document 023-E:
presented by TRA, Oman; retrieved on 03.10.2009, available at:
http://www.itu.int/md/dologin_md.asp?lang=en&id=D02-ISAP2B.1.1.1-C0023!!PDF-E
Khan (2005). E-Learning Strategies: Design, Delivery, Implementation and
Evaluation, Information Science Publishing.
Marriott, A. (2004). You, By Proxy: Advances in Virtual Teachers, In R.
Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the
Comfort Zone: Proceedings of the 21st ASCILITE Conference, pp. 587–595,
Perth, 5-8 December. Retrieved on 03.10.2009, retrieved on 03.10.2009,
available at: Http://www.ascilite.org.au/conferences/perth04/procs/marriott.html
Ministry of Education (2008). ICT and Education in the Sultanate of Oman,
MOE Annual Report, MOE, Muscat.
Ministry of Education (2009). ICT and Education Plan, MOE Technical
Report, MOE: Muscat.
Ministry of Information (2008). Oman 2009, MOI Publications, Muscat;
retrieved on 03.10.2009, available at:
http://www.omanet.om/english/social/dev1.asp?cat=hist
Ministry of National Economy (2007). "Statistical Year Book", MONE
Publications, Muscat; retrieved on 03.10.2009, retrieved on 03.10.2009,
available at:
http://www.moneoman.gov.om/book/syb2008cd/Datafile/Population/indicators.pdf
Moore, M. (2004). The Development of the Information Literacy Skills
Curriculum in the Sultanate of Oman, Proceedings of World Library and
Information Congress: 70th IFLA General Conference and Council, 22-27
553
August 2004, Buenos Aires, Argentina; retrieved on 03.10.2009, available
at: http://www.ifla.org.sg/IV/ifla70/papers/146e-Moore.pdf
Naqvi, S. (2005). Impact of WebCT on Learning: An Oman Experience,
International Journal of. Education and Development using Information and
Communication Technology, Vol. 2, Issue 4, pp. 18–27, retrieved on
03.10.2009, retrieved on 03.10.2009, available at:
http://ijedict.dec.uwi.edu/include/getdoc.php?id=1653&article=220&mode=pdf
Omani Society of educational Technology (2009). About the Society, OSET
Brochures and Newsletters, OSET, Muscat; available at:
http://www.omaniset.org
Prendergast, R. (2008). In Oman, Tech Fosters Emerging University,
collegiate Times News Report, retrieved on 03.10.2009, available at:
http://www.collegiatetimes.com/stories/12658
Rawahi, Z. (2006). The e-Learning Evolution at Sultan Qaboos University
(Oman) College of Medicine and Health Sciences. In E. Pearson & P.
Bohman (Eds.), Proceedings of World Conference on Educational
Multimedia, Hypermedia and Telecommunications 2006, pp. 336-341,
Chesapeake, VA: AACE; retrieved on 03.10.2009, available at:
http://www.editlib.org/p/23035
Sultan Qaboos University (2002A). Computing Policies, Center for
Information Systems Publications, SQU.
Sultan Qaboos University (2002B). Rules Regulating Security, Equipment
and Information Protection; Center for Information Systems Publications, SQU.
Telecommunication Regulatory Authority (2006). Statistical Report, TRA
Publications, November 2006.
WEBLIOGRAPHY
UNESCO:http://portal.unesco.org/education/en/ev.phpURL_ID=4318&URL_DO=DO_TOPIC&URL_SECTION=201.html
UNESCO:http://portal.unesco.org/education/en/ev.phpURL_ID=40150&URL_DO=DO_TOPIC&URL_SECTION=201.html
ALECSO:
http://www.alecso.org.tn/lng/index.php?option=com_frontpage&Itemid=144
554
&lang=en
ABEGS: http://www.abegs.org/aportal/default.aspx
ISESCO:
http://www.isesco.org.ma/english/education/education.php?page=/Home/Edu
cation
BIODATA and CONTACT ADDRESSES of AUTHOR
Assoc. Prof. Dr Ali Sharaf Al MUSAWI
Dr Ali Sharaf Al MUSAWI has obtained his PhD on
learning resources and technology centers in 1995 from
Southampton University, UK. He works for the Sultan
Qaboos University since 1985. At present, he is an
associate professor, and HOD of the Instructional and
Learning Technologies Department at the College of
Education. He has published several journal research
articles and papers; and contributed in many conferences,
symposia, and workshops. He conducted and compiled several national,
regional, and Arab studies and reports. He wrote a book on cooperative
learning in 1992, contributed in writing another in 2003; and published a
book on learning resources and technology centers in 2004. He also
translated, with others, a book on e-learning strategies to Arabic in 2005. Dr
Ali has several activities in fields of instructional skills development, study
skills, instructional design, and web-based design; his interests include
Arabic poetry; he issued his first anthology "ponderings" in 1998.
Dr Ali Sharaf Al MUSAWI Ph.D. (SOTON)
HOD and Associate Professor, Instructional and Learning Technologies,
(ILT), College of Education (COE), Sultan Qaboos University (SQU)
POB 32, PC 123 Al Khodh, SULTANATE OF OMAN
Phone: (+968) 24415636
Fax.. (+968) 24413817
E-mail: asmusawi@al-musawi.com or asmusawi@omantel.net.om
URL: www.al-musawi.com
555
View publication stats