Analytical View for the Different Progressing Phases in an Online Course

Abstract

Using Virtual Learning Environments (VLEs) poses important educational issues for Universities. Quality of course design, use of appropriate tools, and the context in which learning takes place are prime factors affecting success in the era of mass higher education and lifelong learning. We believe also that the students' feedback and comments rising after taking the course have a great influence to get the final version of the course more satisfactory. We summarize a modest experiment, the design and development of the online course: "Introduction to Computer Science", part of the Mediterranean Virtual University project. This course is delivered to the students of the first year in Faculty of Computer and Information Sciences, Ain Shams University in Egypt. A questionnaire has been given to all students attended the course and an analysis has been done for their answers. This experiment underlines the importance of using the concept of virtual learning environments in relation to the design, development and assessment of the embedded course. The lessons learned may guide future efforts in that direction.