Abstract—This article presents results of a study on the level
of satisfaction of graduate and undergraduate students,
instructors and higher education quality assurance experts with
respect to online learning in the field of social sciences at
Egyptian universities. A random sample of 577 students, 101
instructors and 6 quality experts participated in the survey.
Results convey considerable variations between students
affiliated to state universities, a 50% level of dissatisfaction on
online learning compared to a 35% level of dissatisfaction to
their counterparts at private universities, a one of the key
indicators for the success of institutions to in shift from
conventional to online learning approach. The study presents
skepticism concerning conformance of fully online learning
approach with academic quality assurance requirements and
intended learning outcomes. Recommended policies aim for
improvements in challenges related to environmental and
technological variables such as the poor internet infrastructure
and simultaneously the lack of training and application in
Internet usage. Policies are pushing forward with drivers of
satisfaction in distance learning instructional design, capacity
building, integrative international academic quality measures
to develop on-line learning practices in higher education in
Egypt ensuring a boost stakeholders’ satisfaction.
Index Terms—Online approach, digital learning, hybrid learning, higher education, distance learning.
Salwa Thabet Mekky is with Future University in Egypt, Cairo, Egypt (e-mail: firstname.lastname@example.org).
Cite: Salwa Thabet Mekky, "On-Line Learning Assessment: Egyptian Universities as a Case Study," International Journal of Information and Education Technology vol. 11, no. 10, pp. 471-478, 2021.Copyright © 2021 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).