Abstract

Employing computer's technology that includes e-learning system in the field of Engineering is a vital issue which needs to be discussed.  Therefore, this study purposed to examine e-learning barriers as perceived by faculty members of engineering in three major universities in Jordan (Yarmouk University, Jordan University of Science and Technology, and Al-Balqaa Applied University) in the second semester of 2012. Also, the study aimed to find whether the barriers domains (institutional, faculty, and student) are different due to the study's independent variables. The survey utilized to run this study consists of 36-items, using four-point Likert scale ranging from (1) no impact for this barrier (2) minor impact, (3) moderate impact, and (4) major impact. The study's instrument was distributed to collect the data from a sample of 176 faculty members who are involved in delivering online courses through web-based management tool.  The data collected was analyzed and shows a multivariate effect for the faculty members' perceptions in the relation to the country degree (Jordan versus Arab countries). The finding of the study shows that, overall, the three barriers domains were high on the Likert rank. However, the results show that online degree experience and the gender of participants' variables were nonsignificant. Based on the results, the study suggested that institutions of higher education should set a vision and a strategic plan to encourage faculty members to offer online courses and provide them with training and professional development to follow up with technology.

Key words: E-learning barriers, higher education, engineering faculty members, Jordan.