Faculty members' perceptions toward the Learning Opportunities During the Coronavirus (COVID-19) via Learning Management System (LMS)

The COVID-19 Coronavirus pandemic has severely affected educational institutions. Learning has become wholly dependent on digital platforms that have helped the immediate transition from face-to-face to distance education. This study focused on faculty members' perceptions and opinions regarding opportunities to use learning management systems (LMS) during the pandemic. The phenomenological qualitative approach was used, and the sample included (10) faculty members. The data was collected through the semi-structured interview tool and analyzed using objective analysis. The results showed several opportunities for learning through learning management systems considering the Corona pandemic. These can be developed in the future by continuing learning through electronic platforms and applying the integration between the electronic system and the traditional system. These opportunities were represented in four main topics: e-learning structure, social interactions, outputs, and attitudes toward e-learning, where each main topic contains a set of subtopics

STUDENTS’ PERCEPTIONS TOWARD USING JUSUR: A WEB-BASED LEARNING MANAGEMENT SYSTEM FOR HIGHER EDUCATION IN SAUDI ARABIA

This purpose of this study was to investigate students’ perceptions and the role of their gender, level of experience, and interaction between gender and level of experience toward using a web-based learning management system, Jusur, in the Saudi universities. A questionnaire was sent through the National Center of E-Learning and Distance Education, NCEL, to students who used Jusur though the second semester of the academic year 2013-2014. A total of 132 students participated in this study. The findings showed students had positive perceptions toward using Jusur, and there were no significant differences between men and women in their perceptions. First-time users and experienced users also showed no statistically significant differences and there were no statistically significant differences based on interaction between gender and level of experience