Access to this full-text is provided by IGI Global Scientific Publishing.
Content available from International Journal of Virtual and Personal Learning Environments
This content is subject to copyright. Terms and conditions apply.
DOI: 10.4018/IJVPLE.331383
Volume 13 • Issue 1
This article published as an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and production in any medium,
provided the author of the original work and original publication source are properly credited.
*Corresponding Author
1
Abdulrahman M. Al-Zahrani, University of Jeddah, Jeddah, Saudi Arabia*
https://orcid.org/0009-0007-9885-0730
This study explores the potential of social learning platforms (SLPs) to enhance female students’
learning experiences in Saudi higher education and address socio-cultural constraints. It examines the
advantages and disadvantages of SLPs from the perspective female students and analyses the impact
of personal beliefs on their perceptions of SLPs. The study includes a mixed-methods approach,
combining a survey questionnaire (n= 87) and semi-structured interviews (n= 3). Results indicate that
female students generally perceive SLPs as beneficial, despite implementation challenges. Preference
for male instructors and family teaching preferences vary among participants. Computer experience
was found to influence perceived advantages of SLPs. Qualitative analysis provides deeper insights,
including educational, cultural, and economic aspects. The study offers recommendations for future
research and implications for enhancing the learning experiences of female students in conservative
higher education systems.
Gender Gap, Mixed Methods, Social Learning, Social Learning Platforms
For the last few years, Saudi Arabia has been booming economically, socially, and culturally
(Saudi_Vision_2030, 2017; United Nations in Saudi Arabia, 2023). Saudi Arabia is undertaking
initiatives to diversify its economy and society, reduce its dependence on oil revenue, and promote
innovation, entrepreneurship, and sustainable development (Saudi_Vision_2030, 2017). To
achieve its vision, Saudi Arabia has launched several initiatives and programs, such as the National
Transformation Program (NTP), the Quality-of-Life Program (QLP), the Public Investment
Fund (PIF), and the Saudi Industrial Development Fund (SIDF). These programs aim to support
the growth of non-oil sectors, including tourism, healthcare, education, renewable energy, and
technology. Saudi Arabia also encourages foreign investment and international partnerships to
enhance its global competitiveness and knowledge exchange (Saudi_Vision_2030, 2017; United
Nations in Saudi Arabia, 2023).
Volume 13 • Issue 1
2
Furthermore, the country has introduced significant social reforms to promote gender equality,
empower women, and promote cultural diversity. These reforms include lifting the ban on women
driving, granting women the right to travel and work without male guardianship, and opening up the
country to international tourism. Saudi Arabia is also investing in its human capital by improving
education and training programs, increasing job opportunities, and enhancing the skills and capabilities
of its workforce (United Nations in Saudi Arabia, 2023). One significant social change in Saudi
Arabia is women’s empowerment and rights regarding work and education, as well as political and
community participation. Under the economy theme, Saudi Vision 2030’s objective is to increase
women’s participation in the workforce from 22% to 30% by 2030 to aid in the economic growth
of the country. It states, “Saudi women are yet another great asset… we will continue to develop
their talents, invest in their productive capabilities, and enable them to strengthen their future and
contribute to the development of our society and economy” (p. 37). This can be achieved through the
adoption of proper educational policies- and the implementation of a competent educational system
in the social structure of the country.
Despite the goals outlined in the Saudi Vision 2030 to empower women, the status of female
education in Saudi Arabia has not yet reached the desired level. Recent statistics from the Ministry
of Education indicate that while female enrollment in Saudi higher education has exceeded that of
males, the total number of female faculty members remains lower than that of their male counterparts
(MoE, 2023). Interestingly, the number of female students studying abroad is less than half of the
number of male students (MoE, 2023). See Table 1.
The discrepancy in the numbers shown in Table 1 highlights the necessity for male faculty
members to address the growing number of female students and alleviate the shortage of female
colleagues in higher education. This is a straightforward solution that can be implemented without
difficulty. The educational system in Saudi Arabia is segregated according to the Educational Policy
in Saudi Arabia (MoE, 1980). Men are not allowed to teach female students, exclusively in person,
in Saudi higher education. Therefore, to facilitate teaching female students by male faculty members,
other teaching and learning mediums must be used. Among these mediums is BlackBoard, which
is currently the most dominant Learning Management System (LMS) implemented in most Saudi
universities.
In the current era of digital technologies, educational systems are challenged, and learners
are exposed to powerful online communication via social media platforms and networking tools
(Alasmari, 2020; Al Rawashdeh et al., 2021; Al-Zahrani, 2015; Deaton, 2015; Khechine & Augier,
2019; V.Rasiah, 2014; Thaiposri, & Wannapiroon, 2015). Technology has undergone significant
transformation, reshaping students’ cognitive processes, behavior, and information processing methods
(Khechine & Augier, 2019). The widespread access to social networks has become an integral aspect
of a learner’s online persona and a standard characteristic of educational platforms (Ferguson & Shum,
2012). The ability to access learning materials from any location, at any time, and in a diverse array
of formats has the potential to augment a student’s capacity for profound learning and enable students
to independently build knowledge (Amry, 2014). Therefore, Saudi educators should enthusiastically
Table 1. A statistical summary of Saudi higher education (MoE, 2023)
Faculty Members
Male 41,250
Female 30,717
Student Enrolled
Male 87,546
Female 125,435
Students Studying Abroad
Male 11,068
Female 4,619
Volume 13 • Issue 1
3
adopt this new paradigm and equip students to take part in the significant global knowledge exchange
that unfolds on the digital stage (Deaton, 2015).
It is also crucial to enhance students’ confidence in selecting and utilizing technology that aligns
with their interests (Blasco, 2016).
Emerging technologies such as Social Learning Platforms (SLPs) have significantly expanded
opportunities for teaching and learning and have a great potential in solving persisting educational
challenges (Al-Zahrani, 2015; Amry, 2014; Deaton, 2015; Khechine & Augier, 2019). So, the current
study aims to investigate the possibilities of SLPs in the advancement of female higher education
students in Saudi Arabia. This study also seeks to understand the pros and cons of SLPs from the
perspective of female students and what resources may help them to overcome contextual socio-
cultural constraints.
SLPs rely heavily on social media, which is initially driven by the social learning theory. The
following diagram (Figure 1) serves as the proposed conceptual theoretical framework in this study.
Each concept (stage/part) is interconnected with the others, reflecting and influencing each other
throughout the learning process.
Bandura (1971) is the leading scholar of Social Learning Theory (SLT). He asserts that learning is
a cognitive process that takes place in social contexts where people learn from their observations
and imitation of other people or models. Social learning can be influenced by individuals’ attention,
motivation, attitudes, and emotions. Behaviors and actions that are rewarded are more prone to be
copied and replicated, while those that are punished are generally avoided (Cherry, 2022).
Similarly, the Sociocultural Theory, derived from Lev Vygotsky & Cole’s work (1981), can also
offer valuable insights into the utilization of SLPs in social online learning environments. Vygotsky &
Cole asserted that people learn most effectively within social contexts, and their process of constructing
meaning is enhanced through interactions with others (Vygotsky & Cole, 1981).
However, traditional face-to-face classroom learning is a structured academic process centered
on imparting information to individuals, potentially fostering social learning depending on teachers’
instructional methods. Yet, it’s reasonable to argue that lecture-heavy teaching approaches, prevalent
in some traditional classrooms, offer limited chances for social interaction compared to the emerging
SLPs, which are purposefully crafted for collaborative learning. SLPs play a vital role in knowledge
building and guiding learners in adapting to new technologies with integrated social communication
and networking (Amry, 2014).
Social learning is a concept inspired by SLT (Khechine & Augier, 2019). “Social learning is a concept
that existed far before the advent of information technology. However, the growth of social media has
revived interest in social learning” (Khechine & Augier, 2019: 54). Social media is typically motivated
by commercial interests and not initially created with educational objectives in mind (Weber, 2012).
Figure 1. SLPs: From theory to practice
Volume 13 • Issue 1
4
Most social media platforms are adapted creatively by educators and applications developers to serve
educational purposes, specifically SLPs (Weber, 2012).
In this essence, “the advent of social media has changed the platform for social interaction and
human experience. Educators have a unique opportunity to apply the concepts of Bandura’s Social
Learning Theory toward enhanced student engagement and learning in a social media context”
(Deaton, 2015: 1). In particular, social media has the potential to enhance cognitive processes such
as attention, memory, and motivation (Deaton, 2015). According to Khechine and Augier (2019),
the utilization of social media for educational purposes not only holds significant promise but is also
expected to endure and grow in importance over time. The fast expansion of social media platforms
such as wikis, blogs, Twitter, and Facebook, has infiltrated the daily lives of millions of individuals
worldwide (V.Rasiah, 2014). Through the implementation of social media, educators can create an
engaging and interactive learning environment that promotes collaborative learning and facilitates
the acquisition of new knowledge and skills (Deaton, 2015). However, there seems to be a possible
mismatch between the technologies favored by today’s students such as social media and those
adopted by educators (V.Rasiah, 2014). Higher education institutions are now acknowledging that
their current students are becoming more proficient at using social media platforms, and therefore,
need to consider how to address their students’ digital behaviors, habits, and preferences in order to
better meet their needs (V.Rasiah, 2014).
Implementing SLPs has initially been proven to be useful for teaching and learning. SLPs have
a great potential to improve the development of higher-order learning skills, problem-solving
skills, student-centered pedagogy, authentic learning, and interactive learning communities (Al-
Zahrani, 2015; V.Rasiah, 2014; Sievertsen & Carreira, 2018; Thaiposri, & Wannapiroon, 2015).
SLPs, by incorporating different forms of social media and networking, enable the fulfillment of
students’ needs and preferences, leading to an improvement in the learning experience (Khechine
& Augier, 2019; V.Rasiah, 2014; Siahaan et al., 2020; Thaiposri, & Wannapiroon, 2015). Further,
SLPs have the potential to save costs associated with traditional learning and teaching methods
(Scavarelli et al., 2020).
For illustration, Khechine and Augier (2019) investigate the factors that influence students’
willingness to use SLPs and the actual usage of an SLP, named ‘PairForm’. The findings indicate that
attitude and facilitating conditions are the main predictors of behavioral intention. The researchers
propose that personal traits such as autonomy, anxiety, and attitude would account for the use behavior.
Based on these outcomes, the researchers propose that educational institutions should enhance
students’ attitudes toward learning technologies, specifically SLPs, to improve their adoption of them.
Additionally, they suggest that educational institutions should provide more facilitating conditions
to promote the integration of LMSs with social media.
Furthermore, the study of Thaiposri & Wannapiroon (2015) shows that students utilize SLPs to
connect and cooperate with each other while engaging in learning tasks. By teaching students through
inquiry-based learning exercises using social media and cloud computing, critical thinking abilities are
improved, and students can gain the knowledge and skills needed for success in today’s information
age. Another example is the V.Rasiah study (2014). This study aims to assess the effectiveness
of SLPs, in this case, Facebook, to enhance teaching and learning. The results show that students
perceive Facebook as an innovative and effective tool in a student-centered learning environment that
enriches students’ experiences, improves the relevance of the subject matter, and encourages students
to collaborate effectively with their peers and faculty. From the perspective of the educator, the use
of Facebook significantly enhances the teaching and learning process as it allows them to tap into
the digital learning styles of their students and provides innovative ways of involving and motivating
students during the learning process.
Volume 13 • Issue 1
5
Similar findings are established by Sievertsen & Carreira (2018). They implement an SLP,
called ‘Apoc Social’, referring to Advanced Problems in Organic Chemistry Social, which is a mobile
application designed to aid both learning and teaching of college-level organic chemistry, both in and
outside of the classroom. Results indicate that Apoc Social facilitates collaborative learning and fosters
enthusiasm for complex course subjects. Moreover, the study of Siahaan et al. (2020) investigates
whether the implementation of SLPs can enhance students’ English proficiency in comparison with
e-Learning. The results indicate a significant difference between the two groups showing favor of
the SLP group in terms of English test preparation.
In the context of Saudi Arabia, Amry, (2014) investigates how the use of WhatsApp, as an SLP,
affects the academic performance and attitudes of university female students’ learning experiences.
The results reveal that using SLPs for education enhances learners’ both academic achievements and
attitudes. However, this study has no implications for the enhancement of female students’ learning
experiences by considering social and cultural norms.
Research examining how SLPs impact minority education outcomes is still emerging, but initial
studies suggest these technologies may confer benefits for marginalized learner groups (Ke & Kwak,
2013; Kumi-Yeboah et al., 2019; Kumi Yeboah & Smith, 2016). For instance, Ke & Kwak (2013)
investigate if online learning interaction, perception, and satisfaction vary among different age and
ethnicity groups. Their results show no significant difference in interaction quality and quantity for
non-traditional age or minority students. However, survey-based modeling reveals that minority
students perceive learner-to-instructor interaction positively but are less satisfied with web-based
distance education.
Moreover, Kumi Yeboah and Smith (2016) explore how technology use, social media, online
courses, program of study, satisfaction, and academic performance are connected among minority
students. Findings indicate that satisfaction and social media use do not influence academic
performance. However, technology use, number of online courses, and program of study show
positive relationships with academic performance. The study emphasizes cultural, personal, and
efficacy factors impacting the online academic success of minority students while underscoring the
need for a multicultural presence in online courses and effective pedagogical strategies for teaching
minority students.
Further, the study of Kumi-Yeboah et al. (2019) focuses on minority graduate students’ views
of and challenges in online learning. They reveal four themes: using multicultural resources for
learning, improving diversity inclusion, employing collaborative learning for cultural diversity, and
addressing obstacles such as communication issues and lack of relevant content. The findings stress
the need for online instructors to consider students’ diverse backgrounds for an improved online
learning experience.
Overall, existing research provides preliminary support for SLPs in minority education, but wider
research is needed to validate findings and provide guidance for realizing the social, cognitive, and
motivational gains these technologies may offer.
Research with regard to advanced SLPs and their impact on learning is still limited. This is due to
the fact that educational communities have some doubts regarding the appropriate role that SLPs
should have in promoting effective teaching and learning (V.Rasiah, 2014). Thus, further research is
needed to cover this gap as well as to discover the fruitfulness of SLPs (Khechine & Augier, 2019).
In addition, due to the paradoxical state of female education in Saudi Arabia because of the
contextual socio-cultural constrains (M. Alasmari, 2020), female students seem to have less access
Volume 13 • Issue 1
6
to quality education. To address the shortage of female faculty in higher education, male faculty
typically teach female students using conventional LMSs (BlackBoard) that do not integrate any
SLPs. As a matter of fact, in the era of digitally accustomed learners, LMSs struggle to maintain their
effectiveness in light of the wide and advanced capabilities of SLPs. This initiates the need for more
research with regard to the potential of SLPs in advancing female students’ learning experiences with
careful consideration of the dominant socio-cultural constrains.
Accordingly, the current study aims to investigate the possibilities of SLPs in the advancement of
female higher education students’ learning experiences in Saudi Arabia. The objective of this study is
also to examine the advantages and disadvantages of SLPs, considering the factors that affect them,
from the viewpoint of female students, and to determine how to address the socio-cultural boundaries
that may exist in their society.
Key questions of the study follow:
1. How do female students perceive the advantages of SLPs?
2. How do female students perceive the difficulties associated with SLPs?
3. Do personal independent variables (teaching preference, family teaching preference, academic
achievement, computer experience, access to a personal device, and access to the Internet) have
an impact on female students’ perceptions of SLPs?
The study design implements a sequential mixed-method approach that consists of quantitative and
qualitative methods to answer the research questions, which are presented in a complex educational
and social context (Mertens, 2020).
The study design includes two sequential phases. The first phase is quantitative by employing a survey
questionnaire developed for the purpose of the current study. The questionnaire includes 36 items
distributed across three major sections. The first section (six items) collects descriptive information
about participants in terms of personal teaching preference, family teaching preference, academic
achievement, computer experience, access to a personal device, and access to the Internet. The second
section (16 items) evaluates the participants’ general views about the advantages of SLPs. The third
section (14 items) studies the views of female students regarding the difficulties they encounter during
their learning activities. The questionnaire has a five-point Likert scale (from 5= strongly agree to
1= strongly disagree).
The second phase involves conducting semi-structured interviews with the female students,
which will serve as a follow-up to the earlier quantitative phase. The interviews carry out over the
phone and are recorded, considering the results obtained in the previous phase. Probing is the main
strategy used in the interviews to ensure their depth and richness (Gillham, 2005). Further, participants
are provided with an information sheet, which makes them aware of many issues surrounding the
current investigation, such as the current study purposes, risks, if any, and benefits associated with
their participation (Gillham, 2005). The interview protocol considers some preliminary questions
Volume 13 • Issue 1
7
including What do you think about using SLPs?, What are the main advantages of using SLPs in
your learning?, What are the main disadvantages of using SLPs?, and What suggestions do you have
to improve your learning using SLPs?
Participants included female students enrolled in the ‘Computers in Education Course’ (ETEC-233) and
who implement BlackBoard, in addition to several other social learning apps including the following:
• Social communication app (Twitter): Hashtags were created to search, share, and locate
information, articles, and other online materials.
• Blogging (WordPress): A blog was created to share the course content and discussions, as well
as to integrate relevant social media materials from YouTube and SlideShare.
• Instant communication app (WhatsApp): A group was created to provide students with course
instructions and answers to their inquiries.
• LMS (BlackBoard): A class platform that communicated lectures, presentations, assignments,
and assessments between teacher and students.
Survey answers collected from 87 female students (ages 21–23 years) from the Faculty of
Education at University of Jeddah were collected using Google Forms for the current study. The
online survey allowed participants to easily access the survey, review their answers, and edit their
responses. For the phase of follow-up semi-structured interviews, most female students indicated a
willingness to participate. However, only three female students (Student ‘A’, Student ‘J’, and Student
‘S’) were randomly selected and contacted to conduct phone interviews.
Students provided informed consent prior to completing the survey and interviews. Participants
were provided with necessary information to ensure their informed consent, including the study’s
purpose, expected duration, procedures involved, and confidentiality protections. Their full names
and identification information were kept confidential.
Because this study employs quantitative and qualitative approaches, it generates different sets of data..
For quantitative data, SPSS software (V.22) is used to create a database to examine the female students’
views about the social learning and the difficulties associated with this strategy (Pallant, 2007).
For qualitative data, significant answers from the semi-structured interviews are identified and
translated into English.
The validity of the questionnaire validity was tested using a panel of experts to check its relevance,
content, and construct (Mertens, 2020). Based on the experts’ opinions, necessary changes were made.
Reliability statistics were conducted using Cronbach’s alpha coefficient and reached an acceptable
level of internal consistency (α= .86) (Pallant, 2007). See Table 2.
Further, to improve the accuracy and consistency of the translation of qualitative data generated
from the interviews, three experts in the field of education, who are Arabic and English speakers,
were consulted to test the validity of translation (Mertens, 2020).
Table 2. Reliability statistics
Cronbach’s Alpha N of Items
.86 36
Volume 13 • Issue 1
8
Table 3 shows that the majority of female students perceive no difference between male and
female instructors (53.6%). Interestingly, more than one-third of them prefer to be taught by
male instructors (32.1%). In contrast, they report that most of their families prefer to be taught
by female instructors (73.2%). With regard to academic achievement, most of them point out
that they are at the same level as their classmates (62.5%); whereas 32.1% of them indicate they
are ahead of other female students.
Regarding the study question, How do female students perceive the advantages of SLPs? Table 4
exhibits the advantages of using SLPs. The participants report several benefits of using SLPs, such
as the ability to download course content and save it on their personal devices (M = 4.73, SD =
0.49), using SLPs to organize and present course content in a new and modern way (M = 4.64, SD =
0.62), and the ease of accessing course instructions (M = 4.62, SD = 0.68). Other reported benefits
include the ability to communicate with classmates and instructors easily (M = 4.55, SD = 0.74;
M = 4.45, SD = 0.85, respectively), the availability of helpful learning resources (M = 4.54, SD =
0.63), and the preference for SLPs over traditional teaching approaches (M = 4.52, SD = 0.74). As
Table 4 shows, the total mean score for the advantages of SLPs is 4.50 (SD = 0.57), indicating that
participants find SLPs to be beneficial, overall.
Table 3. Descriptive statistics (N = 87)
Factor Group %
Personal teaching preference
I prefer to be taught by male instructors. 32.1
I prefer to be taught by female instructors. 14.3
There is no difference between male and female instructors. 53.6
Family teaching preference
My family prefers to be taught by male instructors. 8.9
My family prefers to be taught by female instructors. 73.2
My family does not care; It is my personal preference. 17.9
Academic achievement
Less than my classmates 5.4
At the same level of my classmates 62.5
More than my classmates 32.1
Computer experience
Beginner 1.8
Intermediate 5.4
Advanced 92.9
Access to a personal device
I do not own a personal device. 1.8
I have a shared device. 55.4
I own a personal device. 42.9
Access to the Internet
I do not have a connection to the Internet. 8.9
I share an Internet connection with my family. 8.9
I have a private connection to the Internet. 82.1
Volume 13 • Issue 1
9
With regard to the second question, How do female students perceive the difficulties associated
with SLPs?, Table 5 presents the difficulties reported by the participants regarding social learning
tools. The total mean score for the difficulties is 2.83, with a standard deviation of 0.95. Among the
reported difficulties, the most common are that some social learning tools are new to the participants
(M=3.66, SD=1.25) and that they fear security issues associated with social learning (M=3.34,
SD=1.35). Other difficulties include language proficiency, preventing participants from taking full
advantage of social learning (M=3.20, SD=1.33), lack of training and support to use social learning
tools efficiently (M=2.91, SD=1.42), and feeling isolated when using social learning tools (M=2.89,
SD=1.40). Table 5 suggests that while there are some difficulties reported by participants, the mean
scores are still relatively low, indicating that the majority of participants do not experience significant
difficulties with using social learning tools.
For the third question, Do personal independent variables (teaching preference, family teaching
preference, academic achievement, computer experience, access to a personal device, and access
to the Internet) impact female students’ perceptions of social learning?, a one-way, between-groups
multivariate analysis of variance (MANOVA) was performed to investigate the influence of personal
teaching preference, family teaching preference, academic achievement, computer experience, access
to a personal device, and access to the Internet as the independent variables on the female students’
perceptions about the advantages of and difficulties with social learning. Preliminary assumption testing
was conducted to check the sample distribution, linearity, and normality, with no violations noted.
Table 4. Advantages of SLPs (N = 87)
Items M SD
1. I can download the course content and save it on my personal device. 4.73 .49
2. Social learning tools organize the course and present it in a new and modern way. 4.64 .62
3. I can get the course instructions very easily. 4.62 .68
4. I can get the course syllables and content at any time. 4.61 .68
5. I can get my course marks and observe my progress very easily. 4.57 .76
6. Using social learning tools helps me communicate with my classmates very easily. 4.55 .74
7. I can get helpful learning resources through social learning tools. 4.54 .63
8. I prefer using social learning over the traditional teaching approaches. 4.52 .74
9. Using social learning tools opens new learning environments that are limited to our male colleagues. 4.50 .60
10. I can share helpful learning resources with my classmates and discuss them easily. 4.48 .71
11. Using social learning tools helps me to communicate with the instructor very easily. 4.45 .85
12. Using social learning is useful and fun. 4.43 .68
13. I can share my work and manage it easily. 4.41 .95
14. I wish I could implement social learning tools in my future courses. 4.36 .86
15. Dealing with social learning tools is easy and poses no difficulties for me. 4.30 .91
16. Using social learning tools helps me overcome the obstacles of traditional teaching approaches such
as the CCTV.
4.30 .89
Total 4.50 .57
Volume 13 • Issue 1
10
Table 6 presents the results of the multivariate tests conducted to examine the relationship
between various factors and the participants’ preference for social learning. The test results
indicate that computer experience is significantly related to teaching preference [F (4, 50) =
2.76, p= .038]. The Wilks’ Lambda values for all other factors, including teaching preference,
family, achievement, personal device, and Internet access, are not statistically significant (p >
.05), indicating that these factors are not significantly related the two participants’ preference
for social learning.
Thus, Table 7 presents the results of the tests of between-subjects effects for the variables
computer experience, advantages of social learning, and difficulties with social learning. The results
indicate that the computer experience variable has a significant effect on the advantages of social
learning (F= 5.941, p= .007). However, there is no significant effect of computer experience on the
difficulties with social learning (F= 1.218, p = .312).
Table 5. Difficulties associated with SLPs (N = 87)
Items M SD
1. Some social learning tools are new to me. 3.66 1.25
2. I fear for the security issues associated with social learning. 3.34 1.35
3. My language proficiency prevents me from taking full advantage of social learning. 3.20 1.33
4. My computer experience does not allow me to take full advantage of social learning. 2.95 1.43
5. I do not have enough training and support to use social learning efficiently. 2.91 1.42
6. I do not have enough time to use some of the social learning tools. 2.89 1.37
7. I feel isolated when using social learning tools. 2.89 1.40
8. Some social learning tools are complicated.. 2.88 1.31
9. It is difficult to deal with some social learning tools. 2.88 1.40
10. The course supervisor does not sufficiently respond to our queries about social learning. 2.66 1.37
11. Using social learning costs me more time and effort in the course. 2.52 1.34
12. Using social learning does not satisfy my learning needs. 2.32 1.31
13. The course instructor does not sufficiently respond to our comments and inquiries about social
learning.
2.32 1.40
14. I own no private device to take full advantage of social learning. 2.25 1.24
Total 2.83 0.95
Table 6. Multivariate tests (MANOVA)
Effect Value F Hypothesis df Error df Sig.
Teaching preference
Wilks’
Lambda
.881 .819 4.000 50.000 .519
Family teaching preference .837 1.164 4.000 50.000 .338
Level of achievement .850 2.208 2.000 25.000 .131
Computer experience .671 2.760 4.000 50.000 .038
Device ownership .856 2.104 2.000 25.000 .143
Internet access .822 1.283 4.000 50.000 .289
Volume 13 • Issue 1
11
The purpose of the current study was to explore methods for improving teaching and learning practices
in female higher education in Saudi Arabia. Specifically, the study examined the potential of SLPs to
enhance learning approaches, as well as to identify the advantages and disadvantages of SLPs from
their perspective. Additionally, the study provided indirect evidence that sociocultural factors impact
students’ perspectives with regard to the use of an implementation of SLPs.
Results show, interestingly, that more than one-third of female students prefer to be taught by male
instructors, while the majority of them perceive no difference between male and female instructors.
This indicates that they believe the abilities of their male instructors are equal, if not greater than,
their female instructors. This attitude is mainly motivated by the fact that male instructors may feel
sympathy for female students as they lack visual or face-to-face contact with them. In the absence of
visual contact, male instructors tend to bridge this gap by engaging their female students in various
learning activities including the use of social networking such as Twitter, blogging, and other SLPs.
During the follow-up interviews, the issue of preference of being taught by male instructors
is addressed.
For instance, student ‘A’ spontaneously responded that, “Because they [male instructors] are
empathic and easy to work with!”
Conversely, female students stated that the majority of their families prefer female instructors.
Hence, female students did not seem to share their families’ cultural bias against women being taught
by men.
The difference between female students’ perspectives and their families’ preferences can be
linked to socio-cultural constraints in this particular context, which continue to exist, despite recent
advancements towards openness in Saudi Arabia (Saudi_Vision_2030, 2017; United Nations in
Saudi Arabia, 2023).
The finding that female students do not share their families’ preference for female instructors
is particularly interesting. It suggests the students themselves may be more open to cross-gender
education than their elder family members. This generational difference highlights how socio-cultural
perspectives can evolve over time, even in a conservative context like Saudi Arabia. The students have
more exposure to modernizing influences and perhaps see less risk or stigma in working with male
instructors. Though, respecting local cultural values is still important in education. Preserving local
socio-cultural values and norms is a main goal in Saudi Education (MoE, 1980). Accordingly, the
goals of Vision 2030 need to be balanced with maintaining social stability, as excessive acceleration
of change could potentially elicit negative consequences. SLPs can provide valuable opportunities
for connection, collaboration, and knowledge sharing among female students who may be physically
separated from male faculty. Additionally, the ability to interact and learn together online can help
overcome barriers to minority education (Ke & Kwak, 2013; Kumi-Yeboah et al., 2019; Kumi Yeboah
& Smith, 2016).
Further, female students perceive SLPs to be generally beneficial with insignificant perceived
difficulties. The only difficulty reported by participants is that that they have limited prior experience with
certain social learning tools such as WordPress, which make these tools somewhat challenging to use.
Table 7. Tests of between-subjects effects
Source Dependent Variable Type III Sum of Squares df Mean Square F Sig.
Computer
Experience
Advantages of social
learning 1.643 2 .822 5.941 .007
Difficulties with social
learning 1.728 2 .864 1.218 .312
Volume 13 • Issue 1
12
In the follow-up interviews, only student ‘J’ confirmed that “Some apps are hard to use… They
could update them and make them a bit easier for students… some others are a bit old!”
During the interviews, all female students confirmed the benefits of using SLPs. For example,
student ‘J’ explained, “Using SLPs give learning a new path.”
‘J’ further elaborates that it is not only about facilitating learning, but there is an economic benefit
as “they make learning easier for me personally because I live far away from the university… I can
save money because I don’t have to pay for gas!”
Student ‘S’ added, “SLPs made it easier to share information with my classmates. It is fun and
I enjoy it.”
The results align with previous research conducted by several authors, including Al-Zahrani
(2015), Amry (2014), Khechine & Augier (2019), V.Rasiah (2014), Siahaan et al. (2020), Sievertsen
& Carreira (2018), and Thaiposri & Wannapiroon (2015). These studies also show that SLPs have
a positive impact on students’ learning experiences, thinking skills, and attitudes. This cannot be
achieved without female students given activities that match their learning interests, which in turn
enhances their confidence when using technology such as SLPs (Blasco, 2016).
The present study identifies a new advantage of using SLPs, which is economic efficiency. SLPs
have the potential to save costs associated with traditional learning and teaching methods (Scavarelli
et al., 2020). One way in which SLPs can accomplish this is by eliminating the requirement for
physical infrastructure as well as generating and distributing educational materials. SLPs can also
provide access to a wider range of educational resources and experts, which can be more cost-effective
than traditional methods. Lastly, SLPs can facilitate collaborative learning and peer-to-peer support,
reducing the need for expensive one-on-one teaching and support.
The current study makes a valuable contribution by identifying isolation as a potential social
drawback of SLPs, which is highlighted by student ‘A’ during the follow-up interviews. Student ‘A’
worried that, “They [SLPs] can make you a bit isolated and not have social interaction [physical
interaction] with your classmates… I do not even know how they look like because I study online!”
This result may be attributed to the cultural differences among learners in conservative and more
open societies. In culturally conservative contexts such as Saudi Arabia (Alasmari, 2020), learners
tend to value community participation over individualism, and prioritize visual communication and
interaction over isolation.
Concerning the impact of computer experience on the perceived advantages of SLPs, there
is evidence that computer experience affects the perceived benefits of SLPs. As the greater their
experience with technology, the more positive attitudes they hold for SLPs. Student ‘J’ illustrates,
“Sure! Because it is so much easier to read a book on my iPad instead of reading an actual book…
If there is a word I don’t understand, I can just easily google it from my iPad at that moment. But if I
am reading from my book, I have to put it away and open my phone and search for the word instead
of just clicking on it!”
The follow-up interviews yield concluding ideas and recommendations for enhancing the
execution of SLPs in the field of education. For instance, student ‘S’ suggests “giving breaks during
classes, because classes can be so long, and you could get distracted and bored!”
One drawback of this study is that it was conducted exclusively in Saudi Arabia, making the
generalization of findings to other contexts uncertain. Consequently, more research is required in
similar and diverse contexts to verify or disprove the conclusions of this study. Additionally, this
study only examines the impact of SLPs on the advancement of female students’ learning experiences
in higher education, making it limited in scope. Therefore, further investigation in other educational
Volume 13 • Issue 1
13
settings such as primary and high school is necessary to obtain a better understanding of the role
SLPs play in promoting effective learning and equality in education. Moreover, the follow-up semi-
structured interviews conducted via mobile phone result in the loss of valuable impressions such as
body language and facial impressions.
The study’s results can provide guidance for future research in exploring the relationship
between SLPs and the development of higher-order thinking skills like critical thinking and creativity.
Despite contemporary approaches like SLPs, enhancing higher-order thinking skills has received
limited research attention. Therefore, further research is necessary to explore the potential of SLPs
to foster their effectiveness. Future studies should also examine how interaction and collaboration
between students in SLPs can enhance their learning using various qualitative and quantitative
methods. Additionally, it is important to investigate how students with different learning styles learn,
communicate, and interact in SLPs.
The present study delves into the potential of SLPs to enhance the learning experiences of female
students in Saudi higher education. Initially, it scrutinizes the advantages and disadvantages of SLPs
from the perspective of female students. Subsequently, it probes the impact of various personal beliefs
held by female students, including their teaching preferences, family teaching preferences, academic
achievements, computer experience, access to personal devices, and Internet connectivity, on their
perceptions of SLPs.
The findings unveil that over one-third of female students display a preference for male instructors,
while the majority perceive no significant distinction between male and female instructors. In contrast,
most female students report that their families favor instructors of the same gender. Moreover,
participants generally regard SLPs as advantageous, notwithstanding some challenges encountered
in implementing these new tools. Finally, the study reveals that computer experience is the sole
personal belief that exerts an influence on the perceived advantages of SLPs. Qualitative analysis
further enriches the findings, offering a deeper comprehension that encompasses educational, cultural,
and economic perspectives.
This study suggests that SLPs is generally beneficial for the advancement of higher education
students’ learning, especially female students in conservative monocultural or high-context societies.
Although advanced technologies like SLPs are present in the fourth industrial revolution and bring
about significant changes globally, different societies react to change in different ways. Nonetheless,
change is inevitable, but the pace at which it occurs is greatly influenced by the degree of socio-cultural
domination. This can be applied to the topic of female education in Saudi Arabia, where change is
definitely taking place, but within the context of its own terms and interpretation of openness, global
economy, and societal values. Therefore, SLPs present a significant opportunity for conservative
educational systems like the one in Saudi Arabia. It can aid in the effective integration of technology
such as SLPs and facilitate the delivery of quality higher education without disregarding local socio-
cultural values.
To realize the aforesaid implications, it is imperative to create awareness about the potential
of SLPs. Faculty members and students require additional training to effectively incorporate SLPs
in their teaching and learning approaches. Furthermore, appropriate instructional designs, which
involve a thorough analysis of learners, tools, context, and environment, are crucial for the successful
implementation of SLPs in higher education. Finally, careful thought needs to be given to ensuring
these platforms are culturally appropriate and safe spaces for female students. Achieving these
objectives also necessitates supportive policies that are relevant to the local context, while considering
socio-cultural barriers such as those encountered in Saudi Arabia.
Volume 13 • Issue 1
14
• Data Availability: The data and materials used in this study are available upon request. Please
contact the corresponding author for further information.
• Competing Interests: The author of this publication declares there are no competing interests.
• Funding: This research received no specific grant from any funding agency in the public,
commercial, or not-for-profit sectors. Funding for this research is covered by the author of
the article.
Volume 13 • Issue 1
15
Al Rawashdeh, A. Z., Mohammed, E. Y., Al Arab, A. R., Alara, M., Al-Rawashdeh, B., & Al-Rawashdeh,
B. (2021). Advantages and disadvantages of using e-learning in university education: Analyzing students’
perspectives. Electronic Journal of e-Learning, 19(3), 107–117. doi:10.34190/ejel.19.3.2168
Al-Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning
platforms on Higher Education Students’ Creative thinking. British Journal of Educational Technology, 46(6),
1133–1148. doi:10.1111/bjet.12353
Alasmari, T. M. (2020). Can mobile learning technology close the gap caused by gender segregation in the
Saudi educational institutions? Journal of Information Technology Education, 19, 655–670. doi:10.28945/4634
Amry, A. B. (2014). The Impact of Whatsapp Mobile Social Learning on the Achievement and Attitudes of
Female Students Compared With Face to Face Learning in the Classroom. European Scientific Journal, 10(22).
Bandura, A. (1971). Social Learning Theory. General Learning Press.
Blasco, D. (2016). Promoting female students interests in studying with educational technology. International
Journal on Integrating Technology in Education, 5(2), 19–31. doi:10.5121/ijite.2016.5202
Cherry, K. (2022, October 14). How Social Learning Theory Works. Verywell Mind. https://www.verywellmind.
com/social-learning-theory-2795074
Deaton, S. (2015). Social learning theory in the age of social media: Implications for educational practitioners.
I-Manager’s Journal of Educational Technology, 12(1), 1–6. doi:10.26634/jet.12.1.3430
Ferguson, R., & Shum, S. B. (2012). Social Learning Analytics. Proceedings of the 2nd International Conference
on Learning Analytics and Knowledge. doi:10.1145/2330601.2330616
Gillham, B. (2005). Research Interviewing: A practical guide. Open University Press.
Ke, F., & Kwak, D. (2013). Online learning across ethnicity and age: A study on learning interaction participation,
perception, and learning satisfaction. Computers & Education, 61, 43–51. doi:10.1016/j.compedu.2012.09.003
Khechine, H., & Augier, M. (2019, January 8). Adoption of a social learning platform in Higher Education: An
extended UTAUT model implementation.https://hdl.handle.net/10125/59446
Kumi-Yeboah, A., Dogbey, J., Yuan, G., & Amponsah, S. (2019). Cultural diversity in online learning. Care and
Culturally Responsive Pedagogy in Online Settings, 230-251. 10.4018/978-1-5225-7802-4.ch012
Kumi Yeboah, A., & Smith, P. (2016). Relationships between minority students online learning experiences
and academic performance. Online Learning : the Official Journal of the Online Learning Consortium, 20(4).
Advance online publication. doi:10.24059/olj.v20i4.577
Mertens, D. M. (2020). Research and evaluation in Education and psychology: integrating diversity with
quantitative, qualitative, and mixed methods (2nd ed.). SAGE.
MoE. (1980). Educational policy in the Saudi Arabian Kingdom (3rd ed.). Ministry of Education.
MoE. (2023). Statistics of higher education. https://moe.gov.sa/ar/knowledgecenter/dataandstats/edustatdata/
Pages/HigherEduStat.aspx
Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows version
15 (3rd ed.). McGraw-Hill/Open University Press.
Rasiah, V., R. R. (. (2014). Transformative higher education teaching and learning: Using social media in a
team-based learning environment. Procedia: Social and Behavioral Sciences, 123, 369–379. doi:10.1016/j.
sbspro.2014.01.1435
Saudi_Vision_2030. (2017). The Progress & Achievements of Saudi Arabia. Saudi Arabia. Retrieved from https://
www.vision2030.gov.sa/media/rc0b5oy1/saudi_vision203.pdf
Scavarelli, A., Arya, A., & Teather, R. J. (2020). Virtual reality and augmented reality in Social Learning Spaces:
A literature review. Virtual Reality (Waltham Cross), 25(1), 257–277. doi:10.1007/s10055-020-00444-8
Volume 13 • Issue 1
16
Abdulrahman M. Al-Zahrani is a Saudi scholar, currently holding the position of Associate Professor of Educational
Technology within the Department of Educational Technology at the University of Jeddah in Jeddah, Saudi Arabia.
With a profound interest in the intersection of education and technology, Dr. Al-Zahrani has dedicated his career
to advancing the field.
Siahaan, A. U., Aji, S. B., Antoni, C., & Handayani, Y. (2020) Online social learning platform VS E-learning
for higher vocational education in purpose to English Test Preparation. Proceedings of the 7th International
Conference on English Language and Teaching (ICOELT 2019). doi:10.2991/assehr.k.200306.013
Sievertsen, N., & Carreira, E. M. (2018). Apoc Social: A mobile Interactive and Social Learning Platform
for collaborative solving of advanced problems in Organic Chemistry. Chimia, 72(1-2), 43. doi:10.2533/
chimia.2018.43 PMID:29490792
Thaiposri, P., & Wannapiroon, P. (2015). Enhancing students’ critical thinking skills through teaching and
learning by inquiry-based learning activities using social network and cloud computing. Procedia: Social and
Behavioral Sciences, 174, 2137–2144. doi:10.1016/j.sbspro.2015.02.013
United Nations in Saudi Arabia. (2023). The Sustainable Development Goals in Saudi Arabia. The United
Nations in Saudi Arabia. Retrieved May, 2nd from https://saudiarabia.un.org/en
Vygotsky, L. S., & Cole, M. (1978). Mind in society: The development of Higher Psychological Processes.
Harvard Univ. Press.
Weber, A. (2012). Considerations for Social Network Site (SNS) Use in Education. International Journal of
Digital Information and Wireless Communications, 2(4), 306–321. https://sdiwc.net/digital-library/considerations-
for-social-network-site-sns-use-in-education.html
Available via license: CC BY 3.0
Content may be subject to copyright.
