Barriers effecting successful implementation of E-learning in Saudi Arabian universities

advancement of digital technology is influencing the leaping development of various activities in our daily life. E-learning systems has also gained a competitive edge over the prevailing traditional methodology. The prevailing pedagogy is being replaced by the E-learning teaching systems. E-Learning, teaching learning methodology provides more flexibility and allows freedom from time, place, physical presence, hectic, and stressful teaching-learning etc, thus play a vital role in education system. However, there are many barriers in E-Learning methodology for successful teaching-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 literature 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 dimension were 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 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

ADOPTION OF E-LEARNING IN SAUDI ARABIAN UNIVERSITY EDUCATION: THREE FACTORS AFFECTING EDUCATORS

Information and communication technology (ICT) is an important if not crucial trend in 21st century learning and education. The adoption of ICT as an educational process has led to improved teaching and learning processes, both inside and outside the classroom. Among the many advantages of ICT technology is that it allows students and teachers to communicate outside the classroom and utilise new techniques and skills. The adoption of ICT in teaching has undoubtedly improved learning and teaching processes, on the other hand there are some factors are hindering the successful implementation. This paper reviews the literature as it pertains to factors affecting effective application of eLearning for educators and students in educational institutions in Saudi Arabia Universities. Through a search of academic databases, 32 relevant literature studies and reviews were identified for the Saudi Arabian context; most were directly concerned with Saudi Arabia’s higher education sector, while others country-specific studies were included when deemed appropriate. Based on the review the literature, this paper concluded that ‘lack of time’, ‘lack of training’ and ‘lack of institutional support’ were the major factors influencing faculty members’ decision to adopt and utilise ICT in teaching practice. In terms of solutions to the challenges identified, reducing academic staffs’ workload to allow them to have more time to use E-learning tools, alongside the provision of sufficient and practical training and institutional support for academic staff should be considered as essential to the successful implementation of technology in education.   Article visualizations

Challenges Envisioned in E-Learning on EFL Learners’ Performance: A Case Study in Samtah Campus

E-learning is a process of learning, through electronic technology outside a traditional classroom. It may be a course, a program or a degree delivered completely online. It is a learning environment which uses Information and Communication Technologies as a platform for teaching and learning activities. It has been defined as "pedagogy empowered by technology", though 'digital technology' is more appropriate. It involves the use of electronic devices like PC, laptop etc., to provide learning material and training. The present study was aimed: To investigate the current problems of EFL learners and teachers in e-learning - A questionnaire was administered to EFL learners to identify the problems of e- learning and an open-ended questionnaire was given to the EFL teachers to examine the problems that they have faced while teaching online courses. To study the impact of e-learning on EFL learners’ performance among undergraduate students of Jazan University - The samples chosen randomly from different levels, showed that most of the learners have scored well in online quizzes and assignments, while their scores are relatively low in final exams. To suggest a few perspectives on e-learning to improve the performance of EFL learners - There is a possibility of use of proxy, in online assessment tests and scope for plagiarism, which will be difficult to control or regulate. Hence, the teachers must design the assignments and quizzes in a way to keep check and gauge the level of comprehension among the students; Teachers and learners should be oriented on e-learning and its related hardware/software to motivate adoption of e learning - a modern technology in the education process. Keywords: E-learning, EFL learners, challenges, performance

The Effect of E-Learning Sessions on the Development of Reading Comprehension: A Case of EFL Students’ Perceptions at Saudi Electronic 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

Adoption of E-Learning at Higher Education Institutions: A Systematic Literature Review

[EN] The concept of e-learning offers a number of benefits, however, the effective adoption of e-learning systems at HEIs is a relatively new concept and thus a challenging task. The comprehensive review of extant literature on the topic of adoption of e-learning systems at HEIs is provided. Using PRISMA search technique, relevant articles published from 2005 to 2020 owing to the widespread adoption of e-learning since 2005 were selected. The paper identifies and puts forward the level of compatibility and readiness of students and teachers in adopting e-learning, factors that motivate and hinder the adoption of e-learning respectively, benefits of adopting an e-learning system, and the strategies for the effective implementation of e-learning at the higher education institutions. In this realm of COVID-19 and e-learning, this paper also envisage different strategies, policies and recommendations for implementing e-learning in an effective way at HEIs.Awan, RK.; Afshan, G.; Memon, AB. 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The affordances and contraints of distributive leadership in effecting school improvement in Saudi Arabian primary schools for boys : a focus upon school culture and values

This study addresses the concept of distributive leadership within the context of education. It explores and explains the values which underpin school culture and the extent and ways in which these values promote or inhibit distributive leadership. The research also considers the contrasts between Islamic values and the values that are purported to be promoted within distributive leadership. The main aim is to examine the relationship between school culture values and distributive leadership values, so as to suggest how improvement in schools can be furthered. Many scholars have postulated that distributive leadership could be the best solution for the improvement of leadership in schools (Harris, 2009; Hairon & Goh, 2014).;Nevertheless, the concept of distributive leadership is yet to gain consensus and, therefore, it can be said that it lacks a rational platform within the literature (Hartley, 2010; Woods et al., 2004; Gunter et al., 2008; Bennet et al., 2003; Bolden, 2011; Harris & Spillane, 2008). The formulation of a theoretical framework for the research can be done by focusing on the commonly accepted values of distributive leadership. For instant trust and accountability, sharing and empowerment (Harris, 2014; Day & Sammons, 2016), equality and justice (Torrance, 2013a; Harris, 2014), motivation and sense-making (Harris, 2014; Mascall et al., 2008), tender and autonomy (Tschannen-Moran &Gareis, 2015). To achieve these main aims, this research undertook a qualitative case study with triangulation tools in three primary schools for boys in Riyadh.This study addresses the concept of distributive leadership within the context of education. It explores and explains the values which underpin school culture and the extent and ways in which these values promote or inhibit distributive leadership. The research also considers the contrasts between Islamic values and the values that are purported to be promoted within distributive leadership. The main aim is to examine the relationship between school culture values and distributive leadership values, so as to suggest how improvement in schools can be furthered. Many scholars have postulated that distributive leadership could be the best solution for the improvement of leadership in schools (Harris, 2009; Hairon & Goh, 2014).;Nevertheless, the concept of distributive leadership is yet to gain consensus and, therefore, it can be said that it lacks a rational platform within the literature (Hartley, 2010; Woods et al., 2004; Gunter et al., 2008; Bennet et al., 2003; Bolden, 2011; Harris & Spillane, 2008). The formulation of a theoretical framework for the research can be done by focusing on the commonly accepted values of distributive leadership. For instant trust and accountability, sharing and empowerment (Harris, 2014; Day & Sammons, 2016), equality and justice (Torrance, 2013a; Harris, 2014), motivation and sense-making (Harris, 2014; Mascall et al., 2008), tender and autonomy (Tschannen-Moran &Gareis, 2015). To achieve these main aims, this research undertook a qualitative case study with triangulation tools in three primary schools for boys in Riyadh

Transitioning to Online Teaching and Learning: A Discussion of Barriers Faced by Educators and Students in Higher Education during a Global Pandemic

The Coronavirus pandemic and the resulting interruption of global education systems in more than 195 nations affected almost 1.8 billion students at all education levels. Strict measures including immediate lockdown and social- and self-distancing measures and policies were implemented. This sudden move has had a devastating and direct impact on schools, colleges and higher education institutions (HEIs), which led to closures (Huang et al., 2020), resulting in a 95% move from face-to-face teaching to online teaching and learning (Adnan & Anwar, 2020). This paper highlights some of the early educational barriers resulting from the Covid-19 pandemic by exploring them through Scholssberg et al. (1984) transition theory of 'moving in', 'moving through' and 'moving out' of a situation, which is, in this case, the pandemic

The Development and Evaluation of a Culturally Appropriate Home-based Intervention for Children with Autism Spectrum Disorders in the Kingdom of Saudi Arabia

The limited research regarding Autism Spectrum Disorders (ASD) within the Kingdom of Saudi Arabia (KSA) suggests a serious lack of understanding of the disorder, a scarcity of ASD services, and few trained professionals. In addition, there are few studies of evidence-based practices to support families of children with ASD which are culturally appropriate in KSA. Research on families’ experiences of raising children with ASD indicated an urgent need for professional support. Home-based interventions (HBIs) administered by parents of children with ASD have been found to be an effective method to receive ASD services within the naturalised home environment. The purpose of this project was to develop and evaluate a culturally appropriate HBI to support families and their children with ASD in KSA