Instructors' Role in the e-Learning Environment: The Case of Kuwait

The Case of Kuwait IntroductionThe practices of human resource management (HRM) work towards the achievement of organizational goals by implementing suitable initiatives and providing guidance and support for the organization's employees.The crucial role of HRM has become glaringly obvious during the COVID-19 crisis, when education was upended -practically from one day to the next.With students and instructors unable to meet face-to-face, education had to shift to e-learning, and developing countries such as Kuwait were no exception.This shift launched a host of new ways to acquire knowledge and skills, and even though it was the only way to feasibly continue education, the readiness for e-learning was not universal.The role of instructors thus emerged as particularly critical to successful e-learning outcomes, however, especially in developing countries, instructors had almost no opportunity to prepare for this change.Instructors who had previously had confidence in their classroom teaching abilities likely became disenchanted by their online teaching efforts.Overall, while the advantages and disadvantages of e-learning are still being explored, it is likely here to remain for the foreseeable future, not only in the education sector but also in different organizations.E-learning and the concepts underpinning it have a long history.In 1960, the first true e-learning took place on intranets, referring to a set of linked computer terminals that allow students to access academic material (Tom, 2021).Following the widespread adoption of the Internet in 1994, academia saw an opportunity to extend its reach, offering online courses and modules for which students could receive formal accreditation.The final step was the introduction of mobile devices, which uncoupled students from their desks, and social media, which gave them wide-ranging access to tailored learning experiences (O'Doherty, Dromey, Lougheed, Last, & McGrath, 2018).The introduction of e-learning meant that students were no longer tied to their locations or time zones and could learn at their own pace, empowering them to take control of their own learning.However, throughout this history of e-learning, not every organization has been able to fully take advantage of online instruction, especially in less developed countries, which have less-advanced internet infrastructure.Despite this, the realities brought about by the COVID-19 pandemic meant that, temporarily at least, conventional learning modes were unavailable, and e-learning was the only way.As instructors play a crucial role in e-learning environments, the current work aims to offer guidance for instructors to use e-learning in ways that engage students more effectively (Yengin, Karahoca, Karahoca, & Yucel, 2010).The ability of instructors to adapt to the e-learning environment relates to their understanding of the concept of e-learning as well as its boundaries, such as the work processes at play.The administrators of educational institutions can also benefit from an understanding of some of the basic e-learning concepts, while key decision-makers can use it to inform their decision on whether to implement e-learning in their institutions.Crucially, this decision will also be shaped by the instructors themselves, particularly with regards to digital transformation (Yengin,