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E-Learning and ICT Integration in Colleges and Universities in Saudi Arabia
Abstract
In 2002, GOTEVOT, the government authority responsible for the Kingdom of Saudi Arabia's technical education and vocational training, established the E-Learning Training and Resources Centre. The Centre provides an e-library of more than 50,000 books and 3,000 training programs for lifelong learning and community services with electronic training portfolios. The organization publishes its technical and vocational courses in both Arabic and English on the web.
... There is a strong movement toward adopting online teaching in Saudi Arabia. According to Al-Khalifa (2010), the Saudi government's decision to embrace online teaching was driven by the desire to improve the knowledge and skills of its citizens, to close the technological gap between Saudi Arabia and advanced countries, and to keep pace with the increasing Saudi demand for higher education. Saudi Arabia has recognized the necessity of adopting online teaching as part of its educational and development strategies (Al-Khalifa, 2010). ...
... According to Al-Khalifa (2010), the Saudi government's decision to embrace online teaching was driven by the desire to improve the knowledge and skills of its citizens, to close the technological gap between Saudi Arabia and advanced countries, and to keep pace with the increasing Saudi demand for higher education. Saudi Arabia has recognized the necessity of adopting online teaching as part of its educational and development strategies (Al-Khalifa, 2010). In 2006, the Ministry of Higher Education in Saudi Arabia established the National Center for E-learning and Distance Learning. ...
... According to Al-Khalifa (2010) Education, 2012b). Two of the ten Faculty of Economics and Management departments offer undergraduate online programs: the Department of Public Administration and the Department of Business Administration. ...
... This has occurred despite the fact that in the five years to 2009, growth in the higher education system had seen the opening of one university every three months and five colleges every month, and the award of 800 scholarships every month to students going abroad for further studies (Al-Shehri, 2010). According to Al-Khalifa (2010), "thousands of students are over-enrolled … and are simply given the course materials and sent home to study on their own." E-learning has been suggested as a means to overcome the continuing limitations. ...
... This puts further strains on the limited facilities and human resources available. In particular, there is a considerable shortage of female lecturers (Al-Khalifa, 2010). It has been observed, accordingly, that women are often among the strongest supporters of elearning, and may have the most to gain from further growth in e-learning (Bates, 2009). ...
... In 2008, the KSA Ministry of Higher Education established a National Centre of E-learning and Distance Learning to promote and facilitate the spread of e-learning systems in Saudi universities. For a description of how various e-learning environments have been set up throughout the country, in the universities as well as the technical education and vocational training sector, see Al-Khalifa (2010) and Al-Jarf (2007). The latter also provided an analysis of the challenges facing providers of these e-learning environments. ...
Despite the considerable potential for e-learning to improve learning outcomes, particularly for female students and students who need to rely on distance learning, feedback from current users of e-learning systems in the Kingdom of Saudi Arabia (KSA) suggests a relatively low level of satisfaction. This study adopts a mixed-methods approach in investigating the underlying reasons for this situation. Results indicate that students are not unhappy with the information technology infrastructure or with other technical aspects. However, many students report a low level of interaction between them and their fellow students. When interactions do occur, students indicate overwhelmingly that they find such interactions useful. Together, these findings suggest that greater student interaction, which could be fostered through the use of collaborative learning, is likely to be both popular with students and beneficial to their learning outcomes.
... This has occurred despite the fact that in the five years to 2009, growth in the higher education system had seen the opening of one university every three months and five colleges every month, and the award of 800 scholarships every month to students going abroad for further studies (Al-Shehri, 2010). According to Al-Khalifa (2010), "thousands of students are over-enrolled … and are simply given the course materials and sent home to study on their own." E-learning has been suggested as a means to overcome the continuing limitations. ...
... This puts further strains on the limited facilities and human resources available. In particular, there is a considerable shortage of female lecturers (Al-Khalifa, 2010). It has been observed, accordingly, that women are often among the strongest supporters of elearning, and may have the most to gain from further growth in e-learning (Bates, 2009). ...
... In 2008, the KSA Ministry of Higher Education established a National Centre of E-learning and Distance Learning to promote and facilitate the spread of e-learning systems in Saudi universities. For a description of how various e-learning environments have been set up throughout the country, in the universities as well as the technical education and vocational training sector, see Al-Khalifa (2010) and Al-Jarf (2007). The latter also provided an analysis of the challenges facing providers of these e-learning environments. ...
In the era of media convergence, transmedia (cross-media/cross-platform/multi-platform) narratives are catering to users who are willing to immerse themselves in their favorite entertainment content. The inherent interactivity of the Internet and the emotional engagement of story can lead to innovative pedagogies in media rich environments. This paper focuses on Web-Based Transmedia Storytelling Edutainment as a pedagogical practice in higher education.
... This has occurred despite the fact that in the five years to 2009, growth in the higher education system had seen the opening of one university every three months and five colleges every month, and the award of 800 scholarships every month to students going abroad for further studies (Al-Shehri, 2010). According to Al-Khalifa (2010), "thousands of students are over-enrolled … and are simply given the course materials and sent home to study on their own." E-learning has been suggested as a means to overcome the continuing limitations. ...
... This puts further strains on the limited facilities and human resources available. In particular, there is a considerable shortage of female lecturers (Al-Khalifa, 2010). It has been observed, accordingly, that women are often among the strongest supporters of elearning, and may have the most to gain from further growth in e-learning (Bates, 2009). ...
... In 2008, the KSA Ministry of Higher Education established a National Centre of E-learning and Distance Learning to promote and facilitate the spread of e-learning systems in Saudi universities. For a description of how various e-learning environments have been set up throughout the country, in the universities as well as the technical education and vocational training sector, see Al-Khalifa (2010) and Al-Jarf (2007). The latter also provided an analysis of the challenges facing providers of these e-learning environments. ...
Despite the considerable potential for e-learning to improve learning outcomes, particularly for female students and students who need to rely on distance learning, feedback from current users of e-learning systems in the Kingdom of Saudi Arabia (KSA) suggests a relatively low level of satisfaction. This study adopts a mixedmethods approach in investigating the underlying reasons for this situation. Results indicate that students are not unhappy with the information technology infrastructure or with other technical aspects. However, many students report a low level of interaction between them and their fellow students. When interactions do occur, students indicate overwhelmingly that they find such interactions useful. Together, these findings suggest that greater student interaction, which could be fostered through the use of collaborative learning, is likely to be both popular with students and beneficial to their learning outcomes.
... When the mode of delivery is transformed to digitised learning materials, the initiative also has the tendency to increase access to reach different distance learners in the remote areas of the country. Graduate students could also benefit from self-regulated learning (Gudanescu, 2012) and be prompt on task (Al-Khalifa, 2010). In spite of its potential benefits, implementation of the LMS in the institution is under-researched; perhaps both lecturers' and students' attitudes towards the use of the LMS could be positive if it is observed that it is useful, convenient and effective in teaching and learning. ...
... The findings herein align with a number of studies that report the important roles of perceived usefulness (Alharbi & Drew, 2014;Boateng et al., 2016), perceived convenience (Kasim & Khalid, 2016;Liang et al., 2014) and perceived effectiveness (Wichadee, 2015) on LMS use. Findings of the study also align with Gudanescu's (2012) affirmation that students could benefit from self-regulated learning and be prompt on task (Al-Khalifa, 2010) when they learn via the LMS. In line with the findings of the study also, Dias and Diniz (2014) purported that an effective LMS allows an adjustable and dynamic ecosystem that integrates different interactive learning activities that promote achievement of better learning performances and higher levels of satisfaction. ...
This study extended the technology acceptance model developed by Davis to examine the relationship among the variables: perceived convenience (PC), perceived effectiveness (PE), perceived usefulness (PU) and the extent to which they impact on students’ user acceptance of a Learning Management System (LMS). A Questionnaire was used to collect data from 109 second- and third-year students who enrolled in a course via the LMS for the first time. Regression and correlation analyses were used to explore the variables of the study. The results revealed that PC, PU and PE were antecedent factors that affected user acceptance of the LMS, PC being the best predictor of user acceptance. Perceived convenience also correlated positively with both PU and PE, the relationship being more pronounced between PC and PU. Implications of the results for scaling up or replicating the LMS initiative in the study context or in institutions with similar contexts are discussed.
... This organization offers an e-library of more than 50,000 books. It also provides 3,000 training programs offering services to the community as well as promoting lifelong learning (Al-Khalifa, 2010). Additionally, memorandums of understanding were signed between MOHE and Microsoft and Intel to create elearning programs and instructional training programs for teachers and students (Al-Asmari & Khan, 2014). ...
... As for e-learning in Saudi Higher Education, the focus on e-learning has dramatically increased in the majority of Saudi universities. Entire curricula have been replaced by e-learning materials (Al-Khalifa, 2010). Such universities include King Saud University, King Abdul Aziz University, King Khalid University, Taiba University, Al-Baha University, Qassim University, and Madinah Islamic University. ...
This study investigated Saudi EFL university students’ perceptions toward the development of reading comprehension through e-learning sessions. A cross-sectional questionnaire was utilized and distributed to a sample of 140 participants at Saudi Electronic University. Descriptive statistics, independent sample paired t-test and one-way ANOVA were used to analyze the data. The findings revealed that EFL university students had positive perceptions of the use of online sessions to practice the reading comprehension skill. The majority agreed that reading comprehension strategies such as skimming and scanning were more appropriate to online sessions. E-learning helped these students to be more motivated and created an atmosphere conducive to independent learning. The participants appreciated the role of online sessions in enhancing their reading comprehension skills and facilitating the level of difficulty of any reading passage. Significant differences were identified relating to the respondents’ gender and academic year. Female students were more satisfied with e-learning than male students. It is recommended that in light of the rapid growth of e-learning in Saudi Arabia, educational institutions should provide online learning programs and develop well-structured courses for e-learning implementation.
... opportunity to all aspirants seeking education irrespective of their gender. There is a massive demand from students, who are willing to engage in part-time jobs and really wish to continue their studies for better opportunities in future [6]. It has been well established that E-learning requires massive investments in hardware and software infrastructure to become productive, and successful in E-Learning system. ...
... The Saudi Ministry of Education also recognized the importance and need of Elearning in public universities where exists the shortage of female teaching staff members in the gender segregated educational institutions. There is also huge demands from those students who are mostly working as part-time and want to study in their leisure time for getting better employment in future[10] [6]. ...
Advancement of digital technology is influencing the leaping development of various activities in our daily life. E-Learning system has also gained a competitive edge over the prevailing traditional methodology. The prevailing pedagogy is being replaced by the E-Learning teaching system. E-Learning teaching-learning methodology provides more flexibility and allows freedom from time, place, physical presence, hectic, and stressful teaching-learning etc., thus plays a vital role in education system. However, there are many barriers in E-Learning methodology for successful teaching-learning. Study on such barriers will help to overcome the difficulties to the success of E-Learning. Present research paper attempts to study the various barriers that are affecting the successful implementation of E-Learning in Saudi Arabian Universities. This study reviews various barriers from literatures and identified most important E-Learning barriers which are described and grouped in four dimensions such as Student, Instructor, Infrastructure and Technology, and Institutional Management. Sixteen barriers falling under these relevant dimensions were validated their importance quantitatively through university Students, Instructors, and E-Learning staffs of some well know universities in Saudi Arabia. A survey instrument was developed and tested on a sample of 257 respondents of Saudi Arabian Universities. It was found that Infrastructure and Technology Dimension is the most significant as perceived by respondents. Results of the study also reveal that, all barrier factors are highly reliable, therefore should be taken care for successful implementation of E-Learning systems.
... One of the earliest steps the Saudi government took to promote eLearning was the establishment of the National Centre for E-Learning and Distance Learning (NCeDL) in 2005. Its major objectives are to promote e-Learning and distance education of a standard which complies with all quality requirements; provide support for research in the fields of e-Learning and distance education; and to encourage and coordinate significant projects in e-Learning and distance education [10]. One of the most significant outcomes of (NCeDL) is Jusur, an online application that was created in 2007 as Learning Management System (LMS). ...
... Since then it has been developed, maintained and controlled by the NCeDL. In addition, NCeDL is responsible for providing training courses to academic staff members at the Saudi universities in order to utilize eLearning in their courses, especially how to deal with Jusur [10]. ...
The number of internet users in Saudi Arabia has increased rapidly from 7.7 million users in 2008, to 21.6 million in 2015. This is a result, in part, of the Saudi government's investment in information and communication technology infrastructure. In addition, the Saudi government spends between a quarter and a third of its budget on education every year. However, even with the number of Higher Education institutions increasing in Saudi Arabia, a significant number of students miss out on a place at a University. ELearning is one way to provide accessibility to more students and to overcome cultural barriers which may prevent some citizens from perusing a university qualification. This paper will focus on higher education in Saudi Arabia, in particular, the advantages and advances which are occurring in this country in terms of eLearning. Supportive departments created to help the educational processes to move toward eLearning, such as the National Centre of ELearning and Distance Learning and the Saudi Digital Library will be described and examined. Challenges in the field of education will then be examined and whether these challenges can be overcome by utilizing effective eLearning.
... This centre provides nationwide E-learning development in the universities with the assistance of the Open University in Malaysia and Multimedia Technology Enhancement Operations (Almegran et al., 2007). It is, also, responsible for research and development to facilitate E-learning in higher education, which includes the National Learning Management System (Jusur), and the National Repository (Maknaz) to save, manage, and share learning objects between Saudi universities (Alkhalifa, 2010;Al-fahad, 2009). Furthermore, NCEDL operates a project call Tajseer (in English: Bridging), that helps to improve the traditional methods of teaching and learning using technology (Alkhalifa 2010;Al-fahad, 2009). ...
... It is, also, responsible for research and development to facilitate E-learning in higher education, which includes the National Learning Management System (Jusur), and the National Repository (Maknaz) to save, manage, and share learning objects between Saudi universities (Alkhalifa, 2010;Al-fahad, 2009). Furthermore, NCEDL operates a project call Tajseer (in English: Bridging), that helps to improve the traditional methods of teaching and learning using technology (Alkhalifa 2010;Al-fahad, 2009). ...
As assessment is one of the important pillars of the learning process, and E-assessment has become an essential part of education systems. E-assessment developed to address some of the limitations and problems of a paper-test. In last 10 years, E-assessment has improved in developed countries such as UK. In contrast, in Saudi Arabia, one of the developing countries, less attention is still paid to the usage of E-assessment and research which discusses E-assessment issues in Saudi Arabia is limited. Consequently, this paper will investigate the factors that impact on academic’s use of E-assessment in Saudi universities. In order to examine these factors, this paper adopts the Decomposed Theory of Planned Behaviour model (DTPB) with slight modification. Age and gender are added to the proposed model as moderating factors that affect attitude, subjective norms and perceived behavioural control. IT support is also added as a factor under perceived behavioural control and technology facilitating conditions are included under resources facilitating conditions
... This centre provides nationwide E-learning development in the universities with the assistance of the Open University in Malaysia and Multimedia Technology Enhancement Operations (Almegran et al., 2007). It is, also, responsible for research and development to facilitate E-learning in higher education, which includes the National Learning Management System (Jusur), and the National Repository (Maknaz) to save, manage, and share learning objects between Saudi universities (Alkhalifa, 2010; Al-fahad, 2009). Furthermore, NCEDL operates a project call Tajseer (in English: Bridging), that helps to improve the traditional methods of teaching and learning using technology (Alkhalifa 2010; Al-fahad, 2009). ...
... It is, also, responsible for research and development to facilitate E-learning in higher education, which includes the National Learning Management System (Jusur), and the National Repository (Maknaz) to save, manage, and share learning objects between Saudi universities (Alkhalifa, 2010; Al-fahad, 2009). Furthermore, NCEDL operates a project call Tajseer (in English: Bridging), that helps to improve the traditional methods of teaching and learning using technology (Alkhalifa 2010; Al-fahad, 2009). The Saudi government has integrated E-learning and E-assessment systems within its educational systems (both in schools and higher education) (Hakami et al., 2014). ...
As assessment is one of the important pillars of the learning process, and E-assessment has become an essential part of education systems. E-assessment has developed to address some of the limitations and problems of a paper-test. In last the10 years, E-assessment has improved in developed countries such as the UK. In contrast, in Saudi Arabia, one of the developing countries, less attention has been paid to the usage of E-assessment and research which discusses E-assessment issues in Saudi Arabia is limited. Consequently, we investigate the factors that impact on academic’s use of E-assessment in Saudi universities. In order to examine these factors, the Decomposed Theory of Planned Behavior model (DTPB) is adopted with slight modification. Age and gender are added to the proposed model as moderating factors that affect attitude, subjective norms and perceived behavioral control. IT support is also added as a sub-factor under perceived behavioral control and technology facilitating conditions are included under resources facilitating conditions.
Keywords: E-assessment, E-exam, electronic exam, online exam, online assessment.
... This has occurred despite the fact that in the five years to 2009, growth in the higher education system had seen the opening of one university every three months and five colleges every month, and the award of 800 scholarships every month to students going abroad for further studies (Al-Shehri 2010). According to Al-Khalifa (2010), -thousands of students are over-enrolled … and are simply given the course materials and sent home to study on their own.‖ E-learning has been suggested as a means to overcome the continuing limitations. ...
... In 2008 the KSA Ministry of Higher Education established a National Centre of E-learning & Distance Learning to promote and facilitate the spread of e-learning systems in Saudi universities. For a description of how various e-learning environments have been set up throughout the country, in the universities as well as the technical education and vocational training sector, see Al-Khalifa (2010) and Al-Jarf (2007). The latter also provided an analysis of the challenges facing providers of these e-learning environments. ...
Despite the considerable potential for e-learning to help bring about improved learning outcomes, particularly for female students and students who need to rely on distance learning, feedback from current users of e-learning systems in the Kingdom of Saudi Arabia (KSA) suggests a relatively low level of satisfaction. This study adopts a mixed-methods approach to investigate the underlying reasons for this situation. The results indicate that students are not unhappy with the information technology infrastructure or with other technical aspects. However, many students report a low level of interaction between them and their fellow students. When such interactions do occur, an overwhelming majority of students indicate that they find such interactions. Together, these findings suggest that greater student interaction, which could be fostered through the use of collaborative learning, is likely to be both popular with students and beneficial to their learning outcomes. © 2011 Salem Alkhalaf, Jeremy Nguyen, Anne Nguyen & Steve Drew.
... As a result, some Saudi universities are working with the National E-learning Centre to adopt the initiative, sponsored by the Ministry of Higher Education. The NCEL has helped universities to adopt the latest applications in e-learning systems, LMS, and LCMS, and encourages the dissemination of knowledge and skills and the exchange of experiences in this area (Al-Khalifa, 2010;Alqahtani, 2011). Furthermore, the quality of designing and measuring online and blended courses needs more attention, especially as the new Saudi Vision 2020-2030 calls for innovation in the higher education sector using ICT. ...
The use of e-learning technologies is gaining momentum in educational institutions in all parts of the world, including Saudi universities. In the e-learning context, there is a growing need and concern among Saudi universities to improve and enhance the quality assurance of e-learning systems. Applying quality assurance practices and applying quality standards in e-learning in Saudi universities is thought to help to reduce the negative viewpoints of some stakeholders and ensure stakeholders’ satisfaction that their needs are met. To understand how quality assurance standards improve e-learning methods in Saudi universities, this study explored and investigated strategies for the development of quality assurance in e-learning in King Khalid in Saudi Arabia,which is considered a good reference university using ongoing best practices in e-learning systems among Saudi universities. The university adopted Quality Matters Standards as a controlling guide for the quality of its blended and full e-course electronic courses. This qualitative research involved the use of different types of interviews (n=30), as well as analysis of documents that contain data related to e-learning methods in the Saudi university environment. The results revealed that e-course design was a supportive factor which helped to ensure the quality of e-learning in the Saudi university environment.
... The online degree is seen to have less job opportunities and is not comparable to traditional degrees (Kenan et al., 2012C). Yet one more cause for not rushing into the adoption of e-learning in the MENA is the great lack of online repositories that contain educational material in the Arabic language (Al-khalifa et al., 2010). A large percentage of faculty members may not be capable of creating such material, and hence courses would not lend themselves to e-learning. ...
The study is concerned with generating recommendations for the development of e-learning strategy at the School of Engineering at Tripoli University in Libya. They are based on the identified barriers to the successful e-learning implementation in the institution after the quantitative and qualitative analysis of the questionnaires developed using SmartSurvey software package. The barriers were classified in three main categories: technical, cultural and mismanagement. These barriers were compared with those from Middle East and North Africa (MENA) countries (as close culture) and UK (as international culture and developed country).
Then a SWOT (Strengths, Weaknesses, Opportunities, and Threats) model for the diagnostic of the current stage of e-learning performance in the institution is developed. The user-centred design and action research approach are used for the design, development and implementation of an e-learning package for a module studied by Year 4 students from School of Engineering at Tripoli University. The e-learning packages played a supporting role in the delivery of the chosen module therefore the blended learning approach contributed to the improvement of the quality for the teaching and learning processes.
A novel I-CUBE model which can be used for the development of teaching and learning activities in a digital era is proposed. The sources of information for the proposed model are: quantitative and qualitative analysis of the stakeholders answers; conclusions for the (SWOT) analysis; researcher’s reflections of the design, development and implementation of the e-learning package, study of the relevant educational publications and researcher’s personal experience. There are several common opinions about the factors influencing the successful e-learning implementation so it is possible to make correlations between the stakeholders’ points of view and to construct the surfaces which are included in the I-CUBE model.
A set of institutional, pedagogical and technological recommendations for the development of e-learning strategy in the School of Engineering at Tripoli University are formulated. These are derived from the analysis of barriers and SWOT model related to the successful e-learning implementation in Libyan Higher Education Institutes (LHEIs). Also the aspects included in the proposed novel I-CUBE model for the development of teaching and learning activities, the researcher’s personal experience as a student and lecturer at Tripoli University and as a PhD student at the University of Huddersfield in UK are also considered. The implementation of these recommendations will enable the enhancement of students’ learning experience and staff satisfaction through technology-based education addressing the flexible and diverse learning community’s needs.
... These courses are designed for people who are interested in technical and vocational training. In order to ensure the success of this program, Center of e-learning training resources is established and created an electronic library with more than 50,000 books and 3,000 training programs [53]. In 2003, universities such as Um AlQura University and King Fahad University of Petroleum and Minerals established e-learning centers to support traditional programs to benefit from instructional technology by offering blended courses [54]. ...
In this paper, the author provides insights and lessons that can be learned from colleagues at American universities about their online education experiences. The literature review and previous studies of online educations gains are explored and summarized in this research. Emerging trends in online education are discussed in detail, and strategies to implement these trends are explained. The author provides several tools and strategies that enable universities to ensure the quality of online education. At the end of this research paper, the researcher provides examples from Arab universities who have successfully implemented online education and expanded their impact on the society. This research provides a strategy and a model that can be used by universities in the Middle East as a roadmap to implement online education in their regions.
... The Saudi Ministry of Education supports creating an e-learning community to satisfy the educational demands of a growing population that cannot be satisfied by traditional universities (Al-Khalifa, 2010). This e-learning community has increasingly captured the attention of academics who have encouraged undergraduate and postgraduate students to use Twitter to learn beyond the classroom and create lifelong learning experiences (Bista, 2015). ...
This thesis explores how Saudi female university students use Twitter for educational purposes and their opinions about its educational potential. In addition, it examines how students use Twitter to present their academic identities and how Twitter affects their academic discourse. I focused on female students because I wanted to investigate how Twitter affects how they communicate with the opposite gender in general and in particular academically, and how it could help Saudi women make their voices heard in a society largely dominated by men.
This study used a qualitative methodology. The data were collected through semi- structured interviews with 15 participants from King Faisal University (KFU) and a content analysis of their Twitter posts. The data were thematically analysed using NVivo.
This study found that the students’ use of Twitter was mainly student-directed; for the most part, they did not use Twitter because teachers requested them to. Moreover, the participants used Twitter for educational purposes in two ways: to support their university studies and to support their language learning.
The study also found that the participants typically presented three components of their academic identities: They shared their academic disciplines, identified themselves as students at KFU, and used academic hashtags. While interpreting the findings of this research question, I found Goffman’s (1959) theories to be helpful for understanding how the students used Twitter to present the academic aspects of their identities. Furthermore, Goffman’s theories were also useful for interpreting the findings of the first research question.
The participants identified several ways that Twitter expanded the sphere of their academic discourse: They followed and interacted with teachers and students from their university and from other universities, reached particular audiences, and communicated with people of the opposite gender. In addition, they used Twitter to engage in several types of academic interactions. These included requesting and offering academic assistance, interactions that reinforcing academic relationships, and engaging in academic discussions. The findings showed that Saudi culture impacted how the students used Twitter and that, simultaneously, Twitter impacted Saudi culture.
Moreover, using the constructivist paradigm to study social phenomena without any predeveloped assumptions or theories revealed some interesting and unexpecting findings. An example of this is the strategies the participants used to learn a foreign language. A further example is the creative strategies they used to follow and interact with academics on Twitter.
These findings contribute to our understanding of how students use Twitter in their academic lives to support their education, to present their academic identities, and to engage in academic discourse. This research offers valuable insights into how Twitter is and can be used for formal and informal learning. The research also provides some recommendations for future studies.
... In addition to this, the segregation of males and females has put the kingdom in need for more female lecturers, buildings, and facilities. In particular, there is a considerable shortage of female lecturers in the Saudi educational institutions (Alkhalaf et al., 2013;AlKhalifa, 2010). Online education enables the Saudi higher education to keep up with other developing countries in terms of implementing technologies in education. ...
... As, in Saudi Arabia, gender based educational system vigorously needs adoption of eLearning system for educating boys and girls equally in institutes and colleges. Education Ministry of Saudi has also acknowledged the necessities of eLearning system in public universities of Saudi Arabia and invested massive resources for eLearning infrastructure to facilitate the substantial demand from on-job students to continue their studies [5]. Nonetheless, it has been seen that the achievement picked up in the eLearning framework implementation through many universities of Saudi Arabia are not specifically relative to the investment made [6]. ...
The colleges and institutes sector Royal Commission Jubail (JCIS) represents four higher educational institutes namely, Jubail University College (JUC) for male and for female, Jubail Industrial College (JIC), and Jubail Technical Institute (JTI). All of the institutions are under one patronage General Manager of JCIS. Several courses are very similar in content and delivery offered at all institutes. ELearning is the ideal form of delivery for higher education students in JCIS. This study aims to explore the specific factors affecting successful implementa-tion of eLearning as major barriers at JCIS. This research will extend the existing theoretical model Technology Acceptance Model (TAM) and develop an extend-ed model of eLearning for successful implementation and adoption of eLearning solutions at colleges and institutes sector of Royal Commission Jubail. The study will attempt to investigate the various barriers those affect the successful imple-mentation of eLearning in the sector. It is also expected that this research study will provide strategies for academicians in the development and implementation of online courses. In this research study, quantitative research approach would be applied which may utilize instrument survey questionnaire (for students, teachers, and management) from all colleges and institutes of the sector.
... The Saudi Ministry of Higher Education also accepted the high possibilities and need of E-Learning in public universities, where there is a scarcity of female staff members in the gender based institutions. A large number of students also interested and desire for studying part time to get better employment[10][11]. ...
—Electronic Learning (E-Learning) in the education system has become the obvious choice of the community over the globe because of its numerous advantages. The main aim of the present study is to identify Critical Success Factors (CSFs) and validate them for successful implementation of the E-Leaning at Saudi Arabian Universities. This study developed a multidimensional instrument for measuring the E-Learning CSFs in the higher educational institutions of Saudi Arabia. The study reviewed various CSFs from literature and identified most important E-Learning CSFs which are described and grouped in five dimensions such as Student, Instructor, Design and Contents, System and Technological, and Institutional Management Services. The 36 CSFs falling under these relevant dimensions were then validated their importance quantitatively through university Students, Instructors, and E-Learning staffs of some well-known universities in Saudi Arabia. A survey instrument was developed and tested on a sample of 257 respondents of Saudi Arabia Universities. It was found that System and Technological dimension is the most significant as perceived by respondents. Results of the study discovered that all obtained factors are highly reliable and thus would be useful to develop and implement E-Learning systems.
... E-learning and e-assessment systems are integrated within Saudi educational systems (both in schools and higher education) [10]. There are many studies about E-learning and the acceptance and use of it in Saudi Arabia [9], [11]- [17], but a few of these studies mention E-assessment. There is no research which has discussed the factors that affect the use of E-assessment by academics in Saudi universities. ...
As assessment is one of the important pillars of the learning process, and E-assessment has become an essential part of education systems. E-assessment developed to address some of the limitations and problems of a paper-test. In last the 10 years, E-assessment has improved in developed countries such as UK. In contrast, in Saudi Arabia, one of the developing countries, less attention is still paid to accept and use of E-assessment and research which discusses E-assessment issues in Saudi Arabia is limited. This paper aims to investigate the factors that has an effect on academics use of E-assessment in Saudi universities. Last study by Alruwais et al. [1] has developed the Model of Acceptance and Usage of E-assessment (MAUE) that has derived from the Decomposed Theory of Planned Behaviour model (DTPB), other theories and models, which investigate the user acceptance and use of ICT, and other related studies. The model consists of the following factors: attitude (perceived ease to use, perceived usefulness, and compatibility), subjective norm (peer influence and superior influence) and perceived behavioural control factors (self-efficacy, resource facilitating conditions, and IT support). Age and gender are also included to the proposed model as moderating factors. In order to refine these factors, interviews were conducted with experts. The results of the interviews show that attitude, subjective norms and perceived behavioural control and its related sub-factors have an influence on academics’ intention to use E-assessment. In order to refine these factors, interviews were conducted with experts. The results of the interviews show that attitude, subjective norms and perceived behavioural control and its related sub-factors have an influence on academics’ intention to use E-assessment. However, experts suggested removing gender and keeping age as a moderating factor. Furthermore, the experts recommended adding awareness of E-assessment as a sub-factor under the attitude factor and including the availability of a security system in the resource facilitating conditions sub-factor.
... E-learning and Eassessment systems are integrated within Saudi educational systems (both in schools and higher education) [10]. There are many studies about Elearning and the acceptance and use of it in Saudi Arabia [9], [11]- [17], but a few of these studies mention E-assessment. There is no research which has discussed the factors that affect the use of Eassessment by academics in Saudi universities. ...
As assessment is one of the important pillars of the learning process, and E-assessment has become an essential part of education systems. E-assessment developed to address some of the limitations and problems of a paper-test. In last the 10 years, E-assessment has improved in developed countries such as UK. In contrast, in Saudi Arabia, one of the developing countries, less attention is still paid to accept and use of E-assessment and research which discusses E-assessment issues in Saudi Arabia is limited. This paper aims to investigate the factors that has an effect on academics use of E-assessment in Saudi universities. Last study by Alruwais et al. [1] has developed the Model of Acceptance and Usage of E-assessment (MAUE) that has derived from the Decomposed Theory of Planned Behaviour model (DTPB), other theories and models, which investigate the user acceptance and use of ICT, and other related studies. The model consists of the following factors: attitude (perceived ease to use, perceived usefulness, and compatibility), subjective norm (peer influence and superior influence) and perceived behavioural control factors (self-efficacy, resource facilitating conditions, and IT support). Age and gender are also included to the proposed model as moderating factors. In order to refine these factors, interviews were conducted with experts. The results of the interviews show that attitude, subjective norms and perceived behavioural control and its related sub-factors have an influence on academics’ intention to use E-assessment. However, experts suggested removing gender and keeping age as a moderating factor. Furthermore, the experts recommended adding awareness of E-assessment as a sub-factor under the attitude factor and including the availability of a security system in the resource facilitating conditions sub-factor.
... Hend [7] suggests that the successful integration of information technology requires institutions to appreciate the issues that affect ICT use and provide mechanisms to accelerate the usage of technology in teaching. There are several barriers that hinder ICT implementation such as cultural values held by teachers, incompetence, resistance to change and low confidence levels among teachers [8]. ...
... s learners. A 2007 nationwide CITC survey with 7,500 respondents concluded that a large portion of society remains unfamiliar with e-learning technical advancements and concepts (Mirza & AlAbdulkareem, 2011 ). The CITC (2007) reported that only 49 % of respondents were aware of elearning , and that only 5 % of that group actually use it themselves. Al-Khalifa (2010) commented that despite the unique features of e-learning and LOR platforms for the Arab world, there has been no serious uptake or usage of these repositories in the region since their inception. Two factors may be at play: 1. a lack of public awareness concerning the usefulness of such technologies and 2. a lack of support and advertis ...
The advent of the millennium has seen the introduction of a new paradigm for ICT-enhanced education. Advances in ICT have led to the emergence of learning networks comprising people who want to discover and share various innovative technologies on a global scale. Over the past decade, there has been tremendous worldwide interest in the concept of reusable digital learning resources, usually referred to as 'learning objects' (LOs), and the organised content delivery mechanism for pieces of educational content, described as 'learning object repositories' (LORs). These elements of e-learning are said to offer many benefits to learners. LOR platforms are rich in digital content resources, and are reusable, accessible and adaptable at any time. Although the use of LORs in e-learning can have a positive effect on learners on a universal scale, issues have emerged at the more microscopic level. This study investigates the specific challenges of LOR use faced by learners in Saudi Arabia. It is hoped that the detailed expository discussion herein will help to eradicate or at least minimise LOR obstacles and eventually support the development of advanced e-learning practices amongst learners in Saudi Arabia.
M-learning (m-learning) has become very popular in today’s educational settings due to the considerable advancements in information and communication technologies (ICTs). However, their utilization in Saudi higher education remains relatively nascent, presenting an opportune juncture for research to investigate the factors influencing their effectiveness. This study rigorously examines the efficiency and quality attributes of electronic teaching and learning platforms in Saudi higher education, specifically emphasizing the Blackboard system among students and teachers from diverse departments at King Abdulaziz University (KAU). A quantitative approach is employed, incorporating faculty and student surveys to assess Blackboard’s usage, identify frequently utilized features, and address encountered challenges. The role of mobile technologies and social media in enhancing the learning experience is also investigated. The data is collected and analyzed to ascertain best practices using SPSS, SmartPLS 4, and Multi-Group Analysis (MGA). An alternative model is also tested against the original model to determine its effectiveness. In this research, the results depict that all hypotheses are supported, except the relationship between Content Quality and Perceived ease of use for the complete sample. For the student data results, three hypotheses were not supported (H3, H6 and H9). For the teachers’ result, five hypotheses were rejected (H1, H2, H6, H10 and H11).The study's findings provide valuable insights into improving the quality and efficiency of e-learning systems to enhance user experiences in educational settings. The study also offers future implications, focusing on identifying and rectifying quality issues that necessitate further investigation or attention. Ultimately, this study contributes significantly to improving electronic teaching and learning platforms within Saudi higher education, fostering more efficient and impactful educational experiences.
The aim of this study was to build a scale for assessing the quality of electronic learning service in Saudi universities, which has been named “E-L-SQUAL”. The study was carried out during five stages using the scientific methodology for developing scales. The sample of the study consisted of 729 male and female students of King Khalid University. The data were subjected to statistical analysis using the SPSS program. A number of statistical methods were used for checking the validity, consistency and, reliability, as well as exploratory factor analysis (EFA) to determine the quality of the e-learning service. In addition, the confirmatory factor analysis (CFA) conducted by using AMOS statistical program. Finally, all the study results confirmed the validity of the (E-L-SQUAL) scale, which consisted of (43) items, divided into six dimensions of quality: content, technology, support, user interface, assessments, security and communication. Keywords: scale, evaluation, service quality, e-learning, E-L-SQUAL .
Modern information and communication technologies have replaced customary learning with innovative e-learning solutions, which provide the freedom to the trainee to study at their own ease and pace. Positive use of the Internet, wireless smartphones, tablets, and computers have enforced this change in modern educational academies. Education Sector Royal Commission for Jubail, Saudi Arabia (ESRCJ) has recently continued to build up the arrangement of eLearning in its institutes and colleges. Therefore, this research study is conducted to analyze teachers' use behavior towards the adoption of eLearning at ESRCJ. This research study adopted an instrument survey questionnaire with explicit changes based on the research framework for data collection from faculty members of the Education Sector. The research study systematically determined the factors and tested hypothesis applying Structural Equation Modeling (SEM) statistical investigation methods. As hypothesized, the Perceived Ease of Use (PEU), Perceived Usefulness (PU), Facilitating Conditions (FC), and Training (TR) were the significant factors influencing the teachers' intent to adopt and use eLearning. The findings revealed a strong association of gender with the adoption of eLearning as well. The findings may contribute to the development of strategies and policies for academicians in implementing and enhancing eLearning services in the ESRCJ or similar settings.
This empirical study aims to discuss the impact of the COVID-19 pandemic on the learning process of the students with special needs. In this context, the study focuses on addressing the challenges and opportunities that should be taken into account by teachers, especially after the emergence of ‘e-learning’ (also known as ‘distance education’ and/or ‘remote learning’) era. The study further intends to identify accessibility barriers and challenges to learning for students with special needs in the context of remote learning. It also aims to recommend a framework that, in addition to specifying the challenges, suggest several systematic responses and recovery for these challenges for the special education sector’s consideration. The study concluded that COVID-19 pandemic has made a substantial impact on the education sector. In fact, the pandemic has changed the way in which education is delivered. Students, parent or guardians, and teachers had to change the way they access, support or deliver education. The pandemic highlighted gaps in digital skills, adaptation of technology to teaching and learning.
Faculty at the special education department of the University held mixed concerns about e-learning opportunities for Students with Disabilities (SWD) during the COVID-19 pandemic. This research investigated their attitude using a questionnaire survey. The sample was 70 faculty members who specialized in tutoring students with disabilities. The Pearson regression (0.655) established the reliability of the data collection instrument. The results showed that faculty members held a positive attitude toward the application of e-learning technologies for SWD and supported its ability to allow for cognitive, social, and education interaction during the pandemic. While faculty agreed the method was no more time-consuming than regular classroom sessions, they were reluctant to invest the time in training. The research concluded the views of department members in the design of appropriate systems/curricula would help to eliminate barriers and encourage more support for e-learning of SWDs during the pandemic. The faculty had several recommendations for the successful application of online learning during the pandemic for special needs students. Most suggested the need for adequate educational resources within the departments, and appropriate software and hardware to enable teaching appropriate skills to the learners with disabilities. There was a further recommendation that e-learning should be incorporated into the curricular programs.
Purpose
This study aims to explore the socio-cultural aspects of e-learning delivery in Saudi universities from the perspectives of universities’ instructors and expert designers from the Ministry of Education. More specifically, this study examined the opportunities and challenges faced in the development of online learning environments at Saudi universities from a socio-cultural perspective.
Design/methodology/approach
This qualitative research study addressed pervasive socio-cultural challenges connected to e-learning delivery in Saudi Arabia. Data collection methods consisted of 28 in-depth insider expert interviews as well a thematic analysis of documents related to socio-cultural aspects of e-learning delivery in Saudi Arabia.
Findings
Findings from the data analysis uncovered two main thematic areas connected to e-learning delivery in Saudi Arabia, namely, culture and female access to e-learning.
Research limitations/implications
This research contributes original knowledge to international online learning research about the social and cultural complexity connected to online learning development in Saudi Arabia, as well as in other areas of the Arabic world where similar e-learning development initiatives are underway.
Practical implications
This research contributes original knowledge to international online learning research about the social and cultural complexity connected to online learning development in Saudi Arabia, as well as in other areas of the Arabic world where similar e-learning development initiatives are underway.
Social implications
This research contributes unique knowledge about the social and cultural complexity connected to online learning development in Saudi Arabia, as well as in other areas of the Arabic world where similar e-learning development initiatives are underway.
Originality/value
The interaction between Saudi culture and online learning has nurtured a unique learning model that adapts to cultural values to provide a quality learning experience.
Nowadays India is locked down and loaded in its fight against the coronavirus. The outbreak of coronavirus disease (COVID-19) has been impacting millions of people and threatening their life across the world. The Government of India and others are taking all necessary steps to ensure that we are prepared well to face the challenge and threat of COVID-19. Prime Minister of India Honorable Narendra Modi announced nationwide shutdown, as the nation of 1.3 billion people shut down, the world health organization (WHO) said India s COVID-19 fight could make or break the global war. The aim of the present research article is to show the significance of the role of tools of e-learning technology in the education sector during COVID-19 crises. The Teaching and Learning tools & technologies like social learning platforms make it easy for teachers to create and manage groups. The technology has been playing a great and important role during the present crisis. The E-learning tools are helping for study from home. The Indian government went for lockdown of all the cities to reduce the spread of COVID-19. In this lockdwon period there is a significant increase in number of students who are using the online platform and apps of ED-TECH and online companies. This study has reviewed the concept of different e-learning tools, features of e-learning. Finally the searcher has shown the role of e-learning in COVID-19 crises.
Access to post-secondary education is an essential condition for advancing women's leadership opportunities. This chapter provides an expert commentary on how distance education in Saudi Arabia contributes to the advancement of female leadership opportunities by providing women greater access to education and new opportunities for leadership roles. However, despite the new opportunities that distance education offers to Saudi women, there are pervasive challenges that hinder them from acquiring leadership roles in education. The expert commentary draws on professional experience and research to provide insight into the advantages and disadvantages of distance education to prepare Saudi women to be leaders in higher education. It also offers recommendations on how to better leverage distance education experience for female students and instructors by applying the rules of netiquette in Saudi online learning environments.
The current study aims to explore the difficulties and opportunities of using Blackboard electronic tests in testing writing skills. The data of the study were collected using a questionnaire. The questionnaire was composed of three sections. The total number of participants was 660 EFL Saudi learners studying at the Preparatory Year Deanship at Prince Sattam bin Abdulaziz University. The results of the study indicated that the majority of participants have a positive attitude towards using e-assessment in testing English language in general as well as writing skill. The findings confirm that using e-assessment for testing writing skill makes the test easy and effective. Students showed their interest in implementing Blackboard for testing writing. The respondents stated that writing essays and paragraph might not be suitable to be administered via Blackboard. In general, the participants did not face serious difficulties, regarding the availability of devices and internet access, but the finding indicated that they faced some technical problems.
Abstract
The aim of this study was to build a scale for assessing the quality of electronic learning service in Saudi universities, which has been named “E-L-SQUAL”. The study was carried out during five stages using the scientific methodology for developing scales. The sample of the study consisted of 729 male and female students of King Khalid University. The data were subjected to statistical analysis using the SPSS program. A number of statistical methods were used for checking the validity, consistency and, reliability, as well as exploratory factor analysis (EFA) to determine the quality of the e-learning service. In addition, the confirmatory factor analysis (CFA) conducted by using AMOS statistical program. Finally, all the study results confirmed the validity of the (E-L-SQUAL) scale, which consisted of (43) items, divided into six dimensions of quality: content, technology, support, user interface, assessments, security and communication.
Keywords: scale, evaluation, service quality, e-learning, E-L-SQUAL
Access to post-secondary education is an essential condition for advancing women's leadership opportunities. This chapter provides an expert commentary on how distance education in Saudi Arabia contributes to the advancement of female leadership opportunities by providing women greater access to education and new opportunities for leadership roles. However, despite the new opportunities that distance education offers to Saudi women, there are pervasive challenges that hinder them from acquiring leadership roles in education. The expert commentary draws on professional experience and research to provide insight into the advantages and disadvantages of distance education to prepare Saudi women to be leaders in higher education. It also offers recommendations on how to better leverage distance education experience for female students and instructors by applying the rules of netiquette in Saudi online learning environments.
There are robust techniques and tools used in ELearning in Saudi Arabia's institutes, but these techniques and tools are not sufficient in all the fields of E-learning. So that more computing power, storage capacity are needed. The use of large data in E- learning puts importance pressure on power computing and data storage. The Cloud computing Paradigm, as an Information Technology (IT) platform is proposed to solve our problem.
Experimental results clearly validated that Cloud computing technology and Amazon Elastic Compute Cloud (EC2) constitute an adequate infrastructures for building a powerful E-Learning tools and enhancing large E-Learning performances.
There is growing demand for blended learning in Saudi higher education institutions, particularly in emerging universities. However, culture, instructional design, and faculty time may hinder blended learning. This study provides a picture of Saudi faculty members’ perceptions of blended learning at an emerging university in central Saudi Arabia. It documents supports and challenges that instructors encounter as they implement blended approaches. Several recommendations are provided. Training for faculty members should be offered on a continual basis and workshops should be arranged to build confidence and skills. Workshops should be organized around major topics (e.g., instructional design, e-learning strategies, content creation, learning management system use, student assessment) to equip faculty members with blended teaching skills. Faculty members’ adoption of blended teaching can occur with rewards, certificates, stipends, and acknowledgement of their accomplishments during the tenure and promotion process.
This chapter surveys the development and current state of e-learning in the Kingdom of Saudi Arabia. The author surveys the general social, economic, historical, and demographic background of Saudi Arabia and provides a review of its educational system. Analysis and statistics on the information and communications technology (ICT) infrastructure, usage of ICT in the country, and challenges and barriers to ICT implementation in education, business, and government are also provided. The chapter further explores in detail the major e-learning platforms, initiatives, and projects throughout the country. Information is additionally provided on accreditation, teacher training programs, and the regulatory framework of e-learning. Finally, the author speculates on the future development of e-learning in Saudi Arabia. A comprehensive bibliography on e-learning scholarship related to the country, including government reports and websites, appears at the end of the chapter.
The implementation of technological tools in classroom settings provides significant enhancements to the learning process. When utilized properly, students can achieve better knowledge and understanding.
Multiculturalism and Technology-Enhanced Language Learning is a critical source of research for the latest perspectives on the intersection of cross-cultural studies and technology in foreign language learning classrooms. Highlighting pertinent topics across a range of relevant coverage, such as mobile learning, game-based learning, and distance education, this book is ideally designed for educators, researchers, academics, linguists, and upper-level students interested in the latest innovations for language education.
The rapid advancement in technology has set the stage to change teaching dynamics worldwide. Today's learners are very techno savvy. To enhance teaching and learning outcomes it is important to focus on using this new technology to engage with learners. E-learning is part of the new technological advancement taking place in teaching. Khan (2005, pp. 6-7) argues that the success of an e-learning system involves a systematic process of planning, designing, evaluating and implementing online learning environments where learning is actively fostered and supported. An e-learning system should be meaningful to all stakeholder groups including instructors, support service staff, and the institution. E-learning introduces learners to a new environment. In this system, learners are independent and must be self-motivated and committed to their learning. E-learners need to know how to use and manipulate software. According to Jones (2003), e-learning technologies bring as much change to instructors as they do to students, again requiring a new set of skills for success.
Distance learning program defined as the structured education program in which the instructors and students are physically apart and distanced by time or place and rely heavily on assortment of infrastructures and technologies (ordinary mail, broadcasting media, Internet technologies and Learning Management System(LMS) etc.) in order to communicate and interact between instructors and students, students with students and instructors with instructors. There are several tools required to apply distance learning in universities in KSA, the available tools in University of Dammam such as course lesson, electronic mail, chat room, quiz, examinations and online collaboration features provide a positive ground for successful implementation of LMS. 216 university students in KSA are participated to this quantitative study by answering 5 points-Likert scales questionnaires. Result shows that perceived usefulness and perceived ease of use have a significant effect on usage behaviour, using technology acceptance model (TAM). Despite the cultural differences and different country context, LMS in distance learning program is widely accepted by the students provided that the LMS's perceived usefulness and perceived ease of use is high.
For any nation or civilisation to prosper, a tangible harmony has to be fostered between cultural evolution and resource development and a key element of this is the development of human resources through education. Indeed, various studies on the impact of education in developing countries suggest that it is a determinant of economic, social and political growth (Bhalalusesa, 2000; Bloch, Beoku-Betts & Tabachnick, 1998;Cohen & Soto, 2007; Glewwe, Hanushek, Humpage & Ravina, 2011; Hanushek, 2013 ; Hanushek & Kimko, 2000 ; Krueger & Kumar, 2004 ; Mboya& Bendera, 1999).
As the largest country in the Middle East, Saudi Arabia and its health care system are well positioned to embark on an online learning intervention so that health care providers in all areas of the country have the resources for updating their professional knowledge and skills. After a brief introduction, online continuing medical education is explored. Benefits and barriers of using online continuing education are noted and logistical concerns are highlighted. The article ends with lessons learned and implications for the future.
There are many Arabic educational resources on the web scattered in personal websites and forums, and created by members of the community. Searching for such resources using regular search engines is not an easy task. In this paper we describe "Marifah", an Arabic Learning Object Repository with recommendation capabilities, created for hosting Arabic learning objects and serving the needs of the Arabic educational community. The repository has integrated advanced features that cannot be fulfilled using well-know search engines.
In a society where the intermixing of genders is not allowed within most educational settings, the Master of Health Informatics program at the King Saud bin Abdulaziz University for Health Sciences utilizes modern telecommunications tools towards the simultaneous delivery of courses by its mainly male faculty to both male and female students. This paper presents an ongoing study to determine the implications on students of the application of distance learning techniques in a segregated learning environment within the Saudi Arabian society. Even though students express their appreciation of the use of technology in the delivery of education, they still believe that having an actual presence of a faculty member, even of the opposite sex, is more beneficial to the learning experience.