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The Dedicated Mobile Data Subscriptions Market Growth in Saudi Arabia Research in Saudi Arabian higher education showed that the Internet is being used extensively and is perceived as an essential element for teaching and learning (Aldebasi & Ahmed, 2013; Alshawi & Alwabil, 2013). For example, 71% of 504 academic staff (53% were males and 47% were females) from King Saud University, Imam Muhammad Bin Saud University, Prince Sultan University and Al-Yamamah College believe that the Internet plays an increasingly substantial role in academic careers, and more than four-fifths of them had been using the Internet for more than four years with moderate to high levels of proficiency (Alshawi & Alwabil, 2013). Alshawi and Alwabil (2013) found that male and female academic staff were using the Internet similarly with no significant differences, and that computer skills were found to be a strong predictor of Internet use. The main purposes of using the Internet were teaching, communication and research. There were some associated problems facing academic staff of which information inaccuracy was the highest rated Internet problem (Alshawi & Alwabil, 2013). Another example showed that 70% of 500 students (80% were males and 20% were females) at Qassim University used the Internet for information retrieval, and 72% to obtain knowledge related to their study due to time savings, currency of knowledge and easy accessibility (Aldebasi & Ahmed, 2013). Aldebasi and Ahmed (2013) concluded that the Internet produces an educational delivery system that is highly necessary for both male and female students. The high use of the Internet shows how students in Saudi universities such those in Qassim University perceived the Internet to be an important educational tool that is likely to enhance their learning. The location university students used to access the Internet was given high attention by many researchers. The majority of studies revealed that home access to the Internet is most common for university students in Saudi Arabia (Al Otaibi, 2012; Aldebasi & Ahmed, 2013; Ali, 2013; Aljumah, 2012; Almalki, 2011; Hallila, Zubaidi, Ghamdi, & Alexander, 2014; Rahman, 2011). Al Otaibi (2012) found that home Internet access had a more significant and positive relationship with students' use of, and general attitudes towards, the Internet than Internet café access. Most importantly, students who had home Internet access were found to perceive online education positively (Al-Arfaj, 2001; Alaugab, 2007). Interestingly, Al-Zahrani (2011) found that students' familiarity with Internet applications 1 , especially at home, had a positive impact on their use of technology at the university and lead them to use it more effectively. More recently, Alojaiman, Alturise, and Goodwin (2014) declared that recent research " shows that the students who do not have internet access at their homes have lower grades than the students who can access internet at their homes " (p. 182). These studies consistently indicated the positive effects of home Internet access. However, as a result of the segregation of genders in Saudi Arabian culture (Madini & de Nooy, 2014) and its conservative context (Robertson & Al-Zahrani, 2012), Miliany (2014) found that Saudi female university students are " more likely to have their Internet access monitored and circumscribed by family members, with parents controlling the location and the amount of time spent using the Internet " (p. 3160). Similarly, Alebaikan (2010) pointed out that some female students had limited access to the Internet at home. Miliany (2014) also added that " females are more likely than males to face family restrictions on their use of the Internet " (p. 3166), while female participants in Miliany's study reported that " males frequent Internet cafés to access the Internet, due to the permissibility of males visiting and patronising them as they please " (p. 3165). This was demonstrated by the findings of Aldebasi and Ahmed's study (2013), when they sought the locations that university students used to access the Internet. The results revealed that while the Internet café was applicable to male students, it was not applicable to all female students (Aldebasi & Ahmed, 2013). This restriction of Internet access seems not only to be for female students, but it involves females over the country, as Alhareth (2013) stated that Internet access for females in the Saudi context " is really unavailable because of the culture of the society and negative male beliefs of using the Internet by females, which they could use in a wrong way " (p. 646). Most 

The Dedicated Mobile Data Subscriptions Market Growth in Saudi Arabia Research in Saudi Arabian higher education showed that the Internet is being used extensively and is perceived as an essential element for teaching and learning (Aldebasi & Ahmed, 2013; Alshawi & Alwabil, 2013). For example, 71% of 504 academic staff (53% were males and 47% were females) from King Saud University, Imam Muhammad Bin Saud University, Prince Sultan University and Al-Yamamah College believe that the Internet plays an increasingly substantial role in academic careers, and more than four-fifths of them had been using the Internet for more than four years with moderate to high levels of proficiency (Alshawi & Alwabil, 2013). Alshawi and Alwabil (2013) found that male and female academic staff were using the Internet similarly with no significant differences, and that computer skills were found to be a strong predictor of Internet use. The main purposes of using the Internet were teaching, communication and research. There were some associated problems facing academic staff of which information inaccuracy was the highest rated Internet problem (Alshawi & Alwabil, 2013). Another example showed that 70% of 500 students (80% were males and 20% were females) at Qassim University used the Internet for information retrieval, and 72% to obtain knowledge related to their study due to time savings, currency of knowledge and easy accessibility (Aldebasi & Ahmed, 2013). Aldebasi and Ahmed (2013) concluded that the Internet produces an educational delivery system that is highly necessary for both male and female students. The high use of the Internet shows how students in Saudi universities such those in Qassim University perceived the Internet to be an important educational tool that is likely to enhance their learning. The location university students used to access the Internet was given high attention by many researchers. The majority of studies revealed that home access to the Internet is most common for university students in Saudi Arabia (Al Otaibi, 2012; Aldebasi & Ahmed, 2013; Ali, 2013; Aljumah, 2012; Almalki, 2011; Hallila, Zubaidi, Ghamdi, & Alexander, 2014; Rahman, 2011). Al Otaibi (2012) found that home Internet access had a more significant and positive relationship with students' use of, and general attitudes towards, the Internet than Internet café access. Most importantly, students who had home Internet access were found to perceive online education positively (Al-Arfaj, 2001; Alaugab, 2007). Interestingly, Al-Zahrani (2011) found that students' familiarity with Internet applications 1 , especially at home, had a positive impact on their use of technology at the university and lead them to use it more effectively. More recently, Alojaiman, Alturise, and Goodwin (2014) declared that recent research " shows that the students who do not have internet access at their homes have lower grades than the students who can access internet at their homes " (p. 182). These studies consistently indicated the positive effects of home Internet access. However, as a result of the segregation of genders in Saudi Arabian culture (Madini & de Nooy, 2014) and its conservative context (Robertson & Al-Zahrani, 2012), Miliany (2014) found that Saudi female university students are " more likely to have their Internet access monitored and circumscribed by family members, with parents controlling the location and the amount of time spent using the Internet " (p. 3160). Similarly, Alebaikan (2010) pointed out that some female students had limited access to the Internet at home. Miliany (2014) also added that " females are more likely than males to face family restrictions on their use of the Internet " (p. 3166), while female participants in Miliany's study reported that " males frequent Internet cafés to access the Internet, due to the permissibility of males visiting and patronising them as they please " (p. 3165). This was demonstrated by the findings of Aldebasi and Ahmed's study (2013), when they sought the locations that university students used to access the Internet. The results revealed that while the Internet café was applicable to male students, it was not applicable to all female students (Aldebasi & Ahmed, 2013). This restriction of Internet access seems not only to be for female students, but it involves females over the country, as Alhareth (2013) stated that Internet access for females in the Saudi context " is really unavailable because of the culture of the society and negative male beliefs of using the Internet by females, which they could use in a wrong way " (p. 646). Most 

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The provision of information and communication technology (ICT) to academic staff and university students is critical in order to offer them more effective learning environments. Investigating the current status of the developments of ICT may help decision makers and academic staff to employ them successfully by overcoming the needs and reinforcing...

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... Higher education at most universities is blended; however, the face-to-face teaching approach is highly emphasized (Alzahrani, 2017;Anas, 2020;Khan et al., 2018;Shahbaz & Khan, 2017). The notion of openly being expressive and honest is prevalent for face-to-face learning, and students feel comfortable with it (K. ...
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