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The purpose of this study was to explore the impact of Computer Teaching Methods course on students’ knowledge, skills, and attitudes After studying Computer Teaching Methods course, in which the participants were introduced to a new eLearning model adopted by the College of Basic Education, also to expose students to other sources of information such as internet beside the instructor and the book which will lead to the creation of a more competitive learning environment. The participants were asked to fill out a questionnaire after finishing the eLearning course. The questionnaire was categorized into three subscales, one of which, was attitudes towards e-learning. The second subscale was the skills of e-learning, and the third subscale was knowledge of e-learning. The students responses to a set of 21 items included in a survey were examined. The 21 items were organized into three subscales that reflect students attitudes, skills, and knowledge toward e-learning. The results revealed that there were no statically significant differences exist among students' attitudes, skills, and knowledge before taking Computer Teaching Methods course and after completing the course. \\ For many years educators have wanted a general definition of e-learning. Many have been used such as e-learning is the convergence of technology and learning, that it is the use of network technologies to facilitate learning anytime/anywhere (Liaw, Huang, & Chen, 2007); technology-enabled learning that covers various concepts, or a phenomenon delivering instructions through technology (Davis, 2001). Welsh, Wanberg, Brown, and Simmering (2003, p.246) define e-learning as the use of computer network technology through the internet to deliver information and instruction to learners; Rosenberg (2001) somewhat shares a similar definition referring to e-learning as using internet technologies to deliver various solutions to learners. Holmes and Gardner (2006) points out that e-learning provides us with access to resources that promote learning on an anyplace anytime basis. \\ However, the most well known definition that educators agree on, as (Colvin & Mayer 2008, p. 10) staled, “e-learning is set of synchronous and asynchronous instruction delivered to learners over technology.” E-learning encompasses related terms like online learning, virtual learning, web-based learning, and distance learning (Panda & Mishra 2007). Obringcr (2001) mentioned that the history of e-Iearning goes back to 1983 when Nova Southern University in Fort Lauderdale, Florida offered online courses to students for credit, and since then, schools have made a serious move toward the implementation of e-learning into curriculums. And in 2005, nearly 32.2 million students took at least one e-Icarning course (Lin, Lin, & Laffey, 2008). In general, e-learning is the future of learning that focuses on both the individual needs of learners as well as the delivered content. \\ The number of educational institutions all over the world who have already implemented e-learning into their curriculums and others are in process of implementing e-learning is growing rapidly. Implementing e-learning by educational institutions has strong purposes, one of which is, as Bill Seretta (2008) has mentioned in an interview for CHECK point e-Learning newsletter, that today’s youth are adapting and finding new ways to use technology. All of these have significant implications on higher education institutions and the work place. As always, today’s youth culture gets incorporated into tomorrow’s global culture. He thinks we should learn a lot from the next generation today. Today’s youth live in the Web 2.0 era, they use the Internet to communicate, to publish and share contents, to form virtual teams with people they may not know. There is a clear common ground between Seretta thoughts and e-learning implications; communicating, discussing, and sharing content activities can be created within an e-lcarning environment. Another purpose is to take advantage of today’s advanced technology to raise the educational level to a higher level and shrink the digital divide among students (Elges, Righettini & Combs, 2006). A good purpose of an e-learning implementation is that students will be exposed to different learning models such as constructivism rather than the traditional learning (Leidner & Jarvenpaa, 1995). One more significant purpose is to lower expenditures on new classrooms and parking buildings, and invest the saved money in research labs for future scientific breakthroughs or innovations. E-Learning as a part of today’s prospered technology has proven that it is appropriate for most students’ mentalities and is a mind tool (Jonassen, 2002), which promotes different learning models such as problem solving strategy, collaborative learning, and critical thinking (Gunga & Richetts, 2007). \\
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