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T. So and P. M. C. Swatman, “E-Learning readiness of Hong Kong teachers,” Hong Kong IT Educ. Conf., no. February, pp. 6-8, 2007.

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Article

The Levels of Availability of Electronic Learning Efficiencies of Yemeni Female Teachers

1Computer Science and Technology Department, Xidian University, Xi’an, China


American Journal of Educational Research. 2017, Vol. 5 No. 6, 660-676
DOI: 10.12691/education-5-6-12
Copyright © 2017 Science and Education Publishing

Cite this paper:
Fahad Sallam Al-Azazi, Fang Min. The Levels of Availability of Electronic Learning Efficiencies of Yemeni Female Teachers. American Journal of Educational Research. 2017; 5(6):660-676. doi: 10.12691/education-5-6-12.

Correspondence to: Fahad  Sallam Al-Azazi, Computer Science and Technology Department, Xidian University, Xi’an, China. Email: 632719602@qq.com

Abstract

Over the last few years, Electronic Learning use is becoming more widespread and successful in teaching female students in developing countries in general, and the Arabic world. This trend is seen especially with the introduction of new technologies for learning and teaching. As a result, the competent female teachers are the key for it’s successful implementations, and they must have the sufficient knowledge and skills for the effective implementation of Electronic Learning. So, this study aims to evaluate, identify the practice, knowledge levels, and the efficiencient use of Electronic Learning by Yemeni female teachers at Al-Hodaidah city schools. Furthermore, it tried to determine whether there were differences in those female teachers’ best practice and knowledge level due to the (Academic Specialization Type; Academic Qualifications; Educational Courses Attended Related to Electronic Learning). A questionnaire (40 items) containing four axises of Electronic Learning efficiencies (Computers Use Skills; Networks and Internet Use Skills; Knowledge of Electronic Learning Culture; Skills of Design and Managing the Curricular of Electronic Learning) was used. The sample consisted of (174) female teachers chosen randomly out of the study community. A descriptive approach was used, also SPSS program for data analyses. The study revealed a moderate level of practice, knowledge, and degree of efficiencies of Electronic Learning. The usage and knowledge level of the networks and internet use skills had the highest degree among all best practices, whereas the design and managing the Electronic Learning curricular skills got the least degree of all best practices. Additionally, there were no statistically significant variances and differences found due to the types of academic qualifications in the third and fourth axises. But there were statistically significant differences found due to the type of academic specialization, types of academic qualifications and attending training course related to Electronic Learning on all the axises.

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