Rethinking e-learning strategy 2.0 in the digital age: case study of the future school project in the Kingdom of Bahrain

Abstract

This research aims to rethink e-learning strategy in the digital age by taking The Future School Project in The Kingdom of Bahrain as a case study and by investigating and evaluating e-learning strategies. In the Digital Age, the new technologies of web 2.0 (such as Facebook, blog, YouTube, etc.) have changed the learning landscape, where learners are becoming active participants and creators of knowledge. Many claims and suggestion have made about learning potential of Web 2.0 tools and technologies, however, these claims and suggestions have not been based on research evidence. New research is critical because many learning institutions and schools are making significant investments in e-learning; however, changes in the learning process have been incremental rather than transformational, mainly due to the lack of strategic direction. The research approach adopted in this dissertation includes (1) Observations and Document Analysis, (2) Interviews Stakeholders and (3) Questionnaires (Staffs, Teachers and Students). The findings show how teachers and students are using ICTs in learning. Moreover, they explain another factor which has an impact on the successful integration of technology in e-learning: this factor is the gaps between e-learning policy, the actual practice of teachers, and students’ practice; these three worlds are very far apart. Also the findings show that Web 2.0 could bridge the gap between digital natives and the educational system leading to successful integration of technology in learning. Furthermore, it explains the role of Web 2.0 in learning and provides an e-learning strategic framework for evaluating e-learning. The research recommends (1) Using social network sites Facebook and video sharing site YouTube in learning, (2) Triangulation of e-learning policy, teacher practice and students practice, (4) Rethinking using current ICTs, and (5) Encouraging and monitoring teachers using ICTs.