The Status Quo of Primary Distance Education from Teachers' Viewpoint

Abstract

The idea of combining traditional learning and E-learning has been pushed by modern teaching methods, especially those trends which aimed at creating an internet-mediated virtual interactive environment where learners and teachers can meet. E-learning environments involve many traditional learning-like practices, where teachers and students, separated by spatiotemporal barriers, exchange learning regardless of time and space, and territorial borders. Given the importance of distance learning today, and in conjunction with the rapid changes experienced nowadays, the current research has been designed to verify the virtual reality of E-learning as perceived by primary in-service teachers.

To achieve research aims, a sample of 60 primary in-service teachers in Suwaira district, Wasit province, has been selected. The sample involved 30 female in-service teachers and 30 male in-service teachers affiliated with the Suwaira directorate general of education state-run schools. Following data collection, designing of a questionnaire, the reply to the questionnaire, and the processing of final results, the researcher found that the E-learning status quo and acceptability at the primary education was moderate, as per the respondents' scores. The application of E-learning, additionally, faces many challenges. Some majors, such as reading, mathematics, and English language, require in-class practice by teachers and learners. E-learning may not be able to accommodate these majors as precisely as needed, not to mention human, physical, and technical interferences barriers which might not allow the required teacher-learners' interaction.