**5. Pedagogical dimension**

At a general and highly abstract level, the process of learning in the e-environment and the planned learning activities consider the following aspects and interrelationships: why learning activities are being sequenced in this way; who the learners are (participants); what is to be learnt (content); how it is being learnt (strategies of

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

learning); where and when the learning activities are taking place (learning environment). These critical issues are well considered during course development and implementation. Consequently, it is unwise to do all these efforts without gaining what we aim at by mismatching between what we planned to and what we get.

The two big anxieties for many students are about tests and grades. If the students' anxiety level is high, they cannot see the connections. A clear scheme to determine the final grade will also alleviate some of their anxiety. Another important aspect in the implementation phase is the identification and handling of resistance for new ideas [14]. The implementation of e-Learning brings deep thoughts and ideas that are not welcomed by every individual or group within the related parties to the discussion forum. They must take part and write their reflections about ideas that they may be unfamiliar with. Concerns are often not expressed openly, but act as "hidden agendas," covered by other official arguments with peers [15]. Open and honest communication as well as sound good and stakeholder management is an important success factor within this phase. So, what is the appropriate method of e-learning implementation in such Egyptian learning environment is a main question that needs an answer in this paper. Monitoring is very important to get learners back to the track if they are going to commit mistakes. A lot of tasks are not executed for the lack of time and equipment, and once instructors have the facilities, they can do these tasks with accuracy.

### **6. Social dimension**

The learning culture in society is of major influence on the quality of e- Learning; as cultural attitudes have a significant role on pupils' conceptual attitudes about using technologies, the way they learn or taught, and what they expect to do and gain from their educational system. So, it is not just transposing a teaching method that apparently produces good results in one country as this does not mean you will get an improvement in educational performance in another different country with different environment—as it could do more harm than good. Negative attitudes about internet and using e-learning are still controlling some areas in Egypt. To have the best solution for any problem, one should recognize the source and guarantee that all the related sides are well emplaced. So, this paper explains some of the problems found out during the first implementation of e-learning to university students and suggest some solutions to it to guarantee the best implementation of this innovative technology. So, what is the appropriate method of e-learning implementation in the Egyptian learning environment and how social environment affects the learning discourse are two main questions that need an answer in this paper. Implementation of developed e-courses indicated a problem of three core sides. The first is cultural social side, infrastructure side, and pedagogical assessment of learners' performance. Negative attitude of some parents causes or interferes in the learning process. Till now and after this revolution in technology, still some restricted families prevent their children from access to the internet as they consider it something of adverse effect on their children' morals and values. They may let them use mobile phones I5 and so on and do not allow internet connection at home. Ironically, there are others prevented from access due to distance or being out of service. Open societies allow individuals to access YouTube and interact with natives for this is the best way to acquire language. Rural societies do not let this happen, and hence, the application of e- EFL course may be in vain. They may prevent learners from contacting foreigners or natives for

fear of transferring unhealthy habits while the world now is trying to spread distinct types of cultures. This difference in ideas and thoughts about using internet access influences in turn using e-EFL courses. False concepts about using the internet and the open access may prevent learners from dealing with it or even create negative attitude about it.
