CHALLENGES OF LEARNING FULLY ONLINE COURSES IN SCIENCE

N. Najami, A. Fattum, E. Salman

The Arab Academic College for Education - Haifa (ISRAEL)
Unique potential inherent in the computerized learning environment and their contribution to the enrichment of teaching and learning were discussed largely at various levels in education field in recent years.

Variety of information and communication technology (ICT) tools and resources that can be combined teaching and learning process allow, the lecturer to enrich his teaching and allow the student to expand his learning.

For example: the use of asynchronous discussion forums gives pre-service teachers more time to think about their answers in the discussions, allowing a qualitative and deeper thinking. In addition, online learning provides a good opportunity for learning regardless of time and / or place.
Online teaching strategies exploit better the potential of online teaching environments by operating the learners in more interactively and allow them to be more active and independent learners.

Research in the field of online learning and teaching environments shows that there are a number of key differences between traditional face-to-face learning and online learning, and therefore worthy of these differences would be well recognized by pre-service teachers who learn in online environments in order to make the learning process online courses more effective.

According to Slaman and Najami (2014), there are challenges facing teacher educators in managing an online course in its entirety and meets the difficulties: technical, pedagogical and managerial encountered by teacher educators who teaching courses of this type and their impact on the learning motivation, cognitive and effective.

These difficulties may have implications on the distance learning courses, as well as the learners themselves, and therefore highly desirable these difficulties to be well known to diminish the negative impact of such learning courses.

This study analyzes the feedbacks gathered from 95 pre-service teachers who learn in eight academic educational colleges during the years 2012-2015.