Global Education: Evaluating E-Learning Platforms in Extracurricular Educational Opportunities In Tunisia


    In this globalized world where torrents of information can smoothly flow from a country to another, global education is facilitated by the advancement of technology. Webinars and E-Learning Platforms are key providers in learning about globalization and participating in the global community.

    Institutions can use a learning management system (LMS) to manage their overall eLearning program. It is a software program that allows storing eLearning content in one location. Learners and training staff will log into the same point of access to accomplish their appropriate activities. The LMS enhances the tracking of who has completed courses and assessment. The LMS could be based on social forums, blended learning, “gamification”, and Mobile Assisted Language Learning (MALL).

    This study looked at the use of “E-learning platforms” in teaching the English language during extracurricular educational opportunities in Tunisia. Its aim was to investigate the extent to which learners’  English language skills are evolving during virtual learning environment sessions (E-learning platform sessions in the Houses Of Culture). The evaluation results will help the researcher confirm the possibility of using ELPs (LMSs) in the Tunisian governmental schools and faculties.

    “Moderate-participant observation” (MPO) and “assessment reports” are used as data collection tools. Moreover, participants are learners from different English levels (from primary school and from the faculties of  Fine Arts and Medical Sciences). These learners were followed over 50 “E-learning platform” (MPO) sessions (during 3 months).

    MPOs will allow recording sessions in which learners are using LMSs  (I will be either “an insider” or “an outsider” according to the situation). The MPO data will be further analyzed to answer the question of to what extent the chosen LMSs are amenable to promote learners’ language skills.“Assessment reports” include tests and questionnaires to evaluate learners’ linguistic competence changes. These reports are sent to the “Platform” learners via E-mails. Then, learners have to re-sent them to me after answering the questions and doing tasks.

    In this study, three Learning Management Systems (LMSs) were explored: “”, “” and “”. The reasons for choosing these LMSs are: outstanding reviews from many of their users (government agencies, educational institutions, and companies) and their capability to answer the needs of my students and my (individually designed) eLearning program.

    The results show that learners’ are motivated to learn the English language using E-learning platforms as they include various teaching materials (i.e. Courses, live classes, YouTube videos, conferences, podcasts, related Android applications and games,  synchronized social networks and forums). Moreover, their vocabulary, speaking, listening, reading, grammar and writing levels evolve.

    In addition, LMSs allow users complete activities at their own pace. If they need to back up and repeat a segment of a course before moving on. It allows content to be available whenever and wherever it is needed. Besides, users can access courses from different countries.

    This learning technology can be used in governmental teaching programs (in primary and higher education schools) to communicate around the world, learn more about global current events and developing global education and research.

    In the light of these results, the researcher makes several pedagogical recommendations. Teachers’ knowledge about LMSs should be updated. Ministries (i.e. Of education) have to train their employees how to teach using platforms. Moreover, companies might also train their staff through LMSs. In this globalized world, designers should not ignore cultural variations when creating LMSs.


    List of acronyms:

    LMS Learning Management System
    ELP E-Learning Platform
    MALL Mobile Assisted Language Learning



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