Rationalizing the Online Learning in Higher Education in MENA Region: Reaching Education to Every Section of Society

Background Of The Study

The advent of the internet has seen the birth of e-learning being used as a tool for effective teaching and learning by universities, colleges, and other institutions of higher learning worldwide. E-learning unlike the traditional methods of learning utilizes the internet and electronic devices to facilitate the learning process. Sahwar and Atwell et al., (2007) suggest that the growth and development in Internet technologies have resulted in innovations in online learning pedagogies as well. E-learning is seen as a replacement for traditional methods; however, it can be viewed as a supplement to the same as it allows the students to engage in other forms of learning in addition to traditional learning methods (Al-Adwan et al., 2013).

Few researchers like Hrastinski (2019); Thorne (2003); Magd et al. (2023); Naim & Alahmari, (2020) view online learning as a complement to traditional learning methods as the concept of blended learning (a blend of traditional and online classes) is advocated in the present times. Many institutions such as The Association of Chartered and Certified Accountants (ACCA) and, the University of South Africa (Unisa) have implemented e-learning and students can write their tests and examinations any time, online. Tarhini, et al. (2013) suggest that the perception of the users and their computer usage skills plays an important role in the implementation of e-learning. Khan and Magd (2021); Khan and Magd (2022); Khan and Magd (2023), suggested that now technology acceptance is no longer a major constraint however, the quality, reliability, cost, new technology anxiety, and other factors are the ones that decide whether individuals will accept technology or not.

The present era requires individuals to have a high level of acquisition and management of knowledge to take up a competitive position in the market (Song,2010). The environment has not remained static and as such institutions of higher education have not been spared but have been forced to accept and embrace the offerings from the environment. These changes include the internet growth, and digital devices and caused the behaviours and attitudes of students to significantly differ from those of the previous generations. COVID-19 is viewed by many researchers as the lubricant for the acceptance of online learning technology in higher education. Thus, the issues and challenges unearthed during the time of covid 19 need to be discussed in the context of online learning. Further, the component of student’ satisfaction, Intuitions accreditations, global ranking…etc is also gaining prominence. Such issues require this study to be more rational in approach to suggest better ways forward for the HEIs. MENA (Middle east and North Africa) region has been chosen in this study to offer better reflections to this study.