E-learning Barriers in the United Arab Emirates: Preliminary Results from an Empirical Investigation

IBIMA Business Review

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Lejla Vrazalic1, Robert MacGregor2, Donna Behl3 and Jean Fitzgerald4

Lejla Vrazalic
Middlesex University Dubai, Dubai, UAE

Robert MacGregor
University of Wollongong, Wollongong, Australia

Donna Behl
HCT Dubai Women’s College, Dubai, UAE

Jean Fitzgerald
Abu Dhabi, UAE

Volume 2010 (2010), Article ID 458727, IBIMA Business Review, 7 pages, DOI: 10.5171/2010.458727

Received date : ; Accepted date : ; Published date : 6 May 2010

Copyright © 2010 Lejla Vrazalic, Robert MacGregor, Donna Behl and Jean Fitzgerald. This is an open access article distributed under the Creative Commons Attribution License unported 3.0, which permits unrestricted use, distribution, and reproduction in any medium, provided that original work is properly cited.


E-learning is relatively new to the United Arab Emirates. Most tertiary institutions have allocated ICT resources to provide alternatives to the previously used teacher-centred “chalk and talk” approach to learning and teaching. However we have not yet developed a comprehensive understanding of the application of e-learning methods and resources in the tertiary education sector in the UAE. This paper describes a collaborative research project which empirically investigated the perceived barriers to e-learning for students studying at tertiary institutions in the UAE using an online questionnaire. The paper analyses the associations between e-learning barriers and students’ age and gender. The ease of use, usefulness and satisfaction with e-learning are also examined in relation to e-learning barriers. The preliminary research findings presented here will inform faculty who are integrating technology in their teaching and the tertiary institutions encouraging the use of e-learning as an integral part of the learning environment.

Keywords: e-learning, barriers, UAE