Abstract:

The objective of the research is to provide an overview of e-learning activity in the Middle East and North Africa (MENA) region and identify gaps in knowledge. This contribution explores how e-learning can enhance learning environments for students, teachers and educational institutions in the region based on the first comprehensive handbook on the topic published in 2018. Over 20 authors contributed to an an-depth look at practices, policies and the future development of electronic pedagogies in the Muslim-majority countries and Israel. The methodology consisted of the analysis of the published literature related to the key features of e-learning in each MENA country, including: infrastructure and platform maturity, teacher training, technology acceptance, accreditation, and major initiatives. The results demonstrated that the region has produced a wide range of responses to emerging technologies and platforms such as Learning Management Systems, MOOCs, virtual universities, and M-Learning. Djibouti, for example, has struggled with simple connectivity and computer and internet accessibility issues, thus e-learning is not highly developed in that country; while Turkey, Israel, and Egypt are now exporting e-learning services. Gathering together statistics from the International Telecommunications Union (ITU) and World Bank reports–in addition to government white papers and policy statements–the author reviewed both public and private sector efforts to promote best practices online learning, such as flipped classrooms, autonomous learning, Lifelong Learning (LLL), and peer-peer education. Recent educational intervention trials in e-learning in the MENA region were reviewed as well to identify gaps in the research literature, and to gauge effectiveness of current initiatives.

Keywords:

e-learning Middle East, computer assisted learning, Middle East and North Africa (MENA).