Engineering and Technology Journal

Self-organized learning environment considered as a contemporary concept that directed toward
transform the education system from traditional environment architecture to scalable
environment which could be formed by students and teachers. Descriptions components of this
environment are varied in previous studies, constraining some time on intellectual side or on
physical side or on behavioral side. Most of them describe teaching approaches between
traditional and contemporary one, but there is lake in determining the nature on interaction
between learner and teacher within specific physical learning spaces. The research problem is
"Lack of knowledge about interactive relationship between self-organized learning
environments components-intellectual, physical and social- and in particular physical role
in promoting interaction between the learners within these environments". Research
methodology consists of three steps. first establish theoretical framework about characteristics of
self-organized learning environment and identify the items if interaction between learner .Second
applied these items on case study consist of two different learning environments in department of
architecture in technological university, traditional and non-traditional and using questioners
methods, third, analyze finding and draw conclusions .main conclude is self-organized learning
environment is a scalable interactive environment compering with traditional one according to
learning approaches that applied in them.

The aim of this paper is to investigate the determinants of implementation success of
the E-Learning in the Iraqi Ministry of Higher Education (IMoHE) and put a work plan to
make the E-Learning widely implemented in the IMoHE. The Technology-Organization-
Environment (TOE) framework and the E-Learning literature were used to analyze the
factors which may influence this implementation and adoption. A questionnaire which
consists of twenty nine questions divided into three parts: Technological factors
(Information Systems (IS) infrastructure and IS expertise), Organizational factors
(organizational compatibility and organizational benefits), and Environmental factors
(competitive pressure and educational partner readiness) were written. The
implementation success is characterized by two dimensions Internal Integration and
External Diffusion. This questionnaire data gathered from 120 faculty members in the
IMoHE were employed to test the relationships between the research models constructs
using a structural equation modeling (SEM) approach. The results reveal that IS
expertise, and Expected Benefits are key determinants of E-Learning implementation
success in terms of Internal Integration and External Diffusion.