**9. Discussion**

One of the most problematic ideas in the e-course learners' performance is how to evaluate their performance. For example, what degrees can be given to them about writing e-mail or posting to the forum. And what degree of performance is accepted and satisfies the learning objective achievement. If he is informed about how each tool is used and how much effort must be exerted to activities, so he can manage the

learning process very well and can have the right decision at the right time. Timely, detailed feedback is provided to the performance of the assessed behavior of learners providing motivation and shaping behavior or mental learner constructs. Machine evaluations, in the form of online multiple-choice test questions or in simulations, can be effective learning devices [5]. However, most models of online learning also stress the capacity for direct communication and feedback from teacher to the student. This feedback is provided as an integral part of the discourse facilitation function of the online teacher. So, a suggested rubric is given to them to know how much effort can be devoted to a certain activity as shown in appendix [A]. The course of applied linguistics is directed to three universities students: Bani Sweif and Port Saeed Universities. Learners in both Universities are applying the tasks systematically or without monitoring to direct them if discussion is needed. They do not even respond to each other, and this was noted by some of Damanhour learners too. Topics for forum also are posted without any feedback from anyone. They did not suggest any of the links to help their colleagues, which means no communication is done. They only used web links to submit their assignment and even did not modify the text or comment on it. They just copied and put in a word file and submit it, which means they did not depend on their own style or even try to practice. Hence, losing motivation is clear in this learning environment, and as a suggestion to change this is to present some topics from outside related to social life or their daily activities using some picture comments or shortcuts.

Research on assessment in distance education has shown that rapid feedback is important for both understanding and motivation to complete courses. This point is totally neglected in our courses most probably because of university legal documents and rules of dealing with assessment. Learners still study online and paper-pen assessed for final exams. So, they lack a part of the motivation, which concerns a lot of learners. The traditional way of assessing learners still controls their minds as well as the idea of studying for exams only due to the fact that their courses' outcome is not linked to the daily work activities. Thus, the challenge of online learning is to provide high quantity and quality of assessment while maintaining student interest and commitment. So, a review of faculty legal documents could solve this problem.

Infrastructure deals only with the production criteria now but what about the delivery side. Still, most of our faculties are not well equipped with labs for learners so the implementation at this phase depends on the learner's facilities, which can be negative for the family resistant of the idea itself not for the computer availability. Even the survey on the NELC model deals with the learning side, and no item concerning the performance is included in it.

From the forgoing discussion, it can be noticed that the idea of model implementation of e-learning is clearly complex but is not impossible. Changing the role of the instructor suddenly is not correct, but it has to be gradually. He cannot be the only one to bear the whole burden on his shoulder. So, a suggested solution is giving a hand to him by adding two people who can be at the same level of responsibility. The instructor assistant can do many things. He can get the follow-up reports and give detailed idea about tracing the students. This role's needs are not easy as he should have the same technical skills of using the web tools in teaching. He should have a detailed idea about the function of each tool used in the course. The design of the course employs some specific tools directed to achieve the targeted learning objectives. For example, the blog can be a very useful tool for improving writing skills for language learning students. Other tools can be of great benefit for developing thinking skills such as forum and chat rooms. Studies in the field proved the effectiveness of using

#### *DOI: http://dx.doi.org/10.5772/intechopen.109508 Perspective Chapter: Evaluation of E-Learning Challenging Discourse – Prospects and Problems…*

each tool in teaching. So, when handling the follow-up of learners on the Moodle and their appropriate performance for each tool, this would spare the instructors' time to concentrate in following their weaknesses and suggesting solutions for them.

Another role for the assistant instructor is to guide the learners to the correct performance. For example, they may respond using simple response. He can show them how to respond to their peers and colleagues. Learners at this stage are not well trained to use computer sets, so how about using the tools, and giving appropriate response to the activities. In addition, he can manage the technical problems in the lab or respond to the learners' inquiries about technical problems. Now the instructor can evaluate the learners' performance by concentrating on the targeted behaviors needed from them.

These things cannot be well done unless the institutional system supported this way of implementation. Still, the institutional documents apply the paper-pen way of achievement evaluation. How the learners learn electronically, apply, and be tested in the traditional way. The idea is what can be the motivation to continue learning using this web-based course unless it is providing more easiness in learning and before that in evaluation and testing. Learners may perform better if they are told what to do in what extent. Thus, a suggested performance rubric for learners is attached to be given and explained carefully to them before starting the course. This rubric guides them for the best performance to each activity and tool in the course. It also gives the instructor the chance to discover the learners' individual differences and abilities in learning. So, institutional regulation should be changed to adapt this teaching way; to redistribute the scoring of the learner to push him to use the e-course.

The solution of the problem does not lie upon the staff and instructional institutions. Still, the cultural negative aspect controls some of our parent's mind. They are afraid of the bad side of web openness. Here comes the role of the enlightenment meetings with parents and social support for the learners as they are faced with two opposing sides. Some of the parents prevent and the instructors pressure them to do so how they can perform on this environment. It becomes a source of disturbance instead of appropriate one for learning. Some of the learners printed the questions and topics to read away from the net screen, which means they did not like reading from computer screens. Others used phone to log in and find problems. So, problems like these may affect them in dealing with the course even if it is interesting and valuable. The recommendation here is to develop applications for the phone delivery. This may facilitate dealing with the course especially they have the phone for 24 hours daily and no problems of DSL connections.

Implementing an e-Learning course will change established educational practices. Some participants will resist changes. The key to overcoming this resistance is to establish a clear goal for institutional e-Learning strategy that delivers strong benefits and rewards and goes parallel with global trends in education. This goal is to be communicated to the organization, and support for the e-Learning initiative should be solicited. Implementation should proceed at a steady but deliberative pace to reduce the risk of failure and to establish early skills gain and development. The e-learning initiative should then proceed more aggressively since e-Learning is one of the few IT investments that has been shown to deliver tangible results for many organizations.

The key challenges and improvement areas the respondents emphasized were the need for an overarching institutional strategy that includes follow-up of all parties, followed by top leadership endorsement and funding because still the infrastructure not complete or available to learners at their own pace. Moreover, this strategy needs to take account of the pedagogical underpinning of e-learning activities. Infrastructure, training, support, and incentives for both instructors and learners are also considered to be important for successful e-learning. The implementation should be done in the light of the universities bylaw as learners do not care only for subjects evaluated with final scores.
