SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
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Item Restricted The Factors Impacting Secondary School Teachers’ Continuance Intention to Use Madrasati Platform in Saudi Arabia(Saudi Digital Library, 2016) Assiri, Fiasal; Wincenciak, Joanna; Morrison-Love, DavidDuring the rapid outbreak of the COVID-19 pandemic, most countries enforced stay-at- home policies, which led to an increase in distance working. Accordingly, e-learning was utilised to replace face-to-face education, with many educational organisations across the world switching to online teaching and learning. In Saudi Arabia (SA), the option for e- learning was not widely supported in public schools. The Ministry of Education (MoE) developed an online learning management system (LMS) named Madrasati to support the educational process during school closures. However, a large proportion of teachers chose to continue using Madrasati even after schools returned to face-to-face teaching, making it part of their post-pandemic approaches to teaching and learning. This study aims to investigate the reasons and motivations associated with the post-COVID-19 usage of Madrasati. This is of particular interest given that, internationally, LMSs such as Madrasati typically feature more prominently in further and higher education than they do in elementary and secondary school education. To thoroughly address the research question, this study adopts an explanatory sequential mixed-methods approach, wherein both quantitative and qualitative data were gathered in an organised sequence. First, a proposed model for a continued use of e-learning platforms was developed, primarily informed by the Decomposed Theory of Planned Behaviour (DTPB) and other relevant e-learning studies. In the first phase, a large-scale survey was conducted with 304 secondary school teachers in SA, who completed an online questionnaire. At this stage, Structural Equation Modelling (SEM) was applied to evaluate the proposed model, utilising two main techniques: the measurement model and the structural model. In the second phase, follow-up interviews were undertaken with 19 secondary school teachers, with a reflexive thematic analytical approach used to clarify the quantitative findings and to gain a deeper understanding of the rationale behind their decisions regarding the continuance of Madrasati use. The obtained results confirmed that the proposed model demonstrated a good fit with the quantitative data, verifying the validity and reliability of its instruments. The survey findings identified significant factors influencing teachers’ intentions to continue using Madrasati, including learning content quality, perceived usefulness, social influence, and self-efficacy. Most teachers demonstrated favourable attitudes towards the platform, with social influence—particularly from peers and students—emerging as a strong predictor of continuance intention. In contrast, qualitative data from the interviews revealed some concerns that could hinder the platform’s continued use, such as insufficient professional training, limited technical support, and inadequate internet infrastructure, particularly in rural areas. From an academic perspective, the proposed model may provide a useful tool for researchers in the field of technology adoption in education who wish to examine factors influencing the intention to adopt LMSs and technological platforms in diverse contexts. In addition, practical recommendations were presented to Saudi educational stakeholders and Madrasati’s developers to implement methods that could increase teachers’ motivation to continue using the platform.11 0Item Restricted Blockchain Based Open Education Platform(Saudi Digital Library, 2023-11-27) Alshehri, Mansour; Aniello, Leonardo; Bills, OliverE-learning is a growing market that within the coming few years may double in size due to rapid improvements in technology, such as the rise of cloud computing, in addition to the sudden closure of education and work facilities that took place during Covid19 which paved the way towards more expansions in remote services. Such sudden changes have motivated the transformation of teaching and working from on-site to online settings. Provided the majority of ICT* are still mainly centralized which allows the world to develop and our daily routines to continue. Blockchain, on the other hand, can offer good services for education, such as this platform, and find solutions to some faced dilemmas, such as price souring and the censorship of control that are found on centralized platforms. Cost efficiency and the ease of implementation that blockchain networks provide, combined with efforts that communities of developers lend a hand for, have made it possible for some applications, such as voting and supply chain control, to surge from such implementations. Some blockchain based platforms are already serving customers with video streaming, however, particularly for education and teaching, it is still far behind the centralized one as there is no obvious development to mention which calls for this project to rise. A centralized server, within a virtual environment, backed up by data stored on a blockchain based network helps deliver the final product of the project. The hassle is that centralized platforms empower features that cause price fragility, and stationed themselves on a single point of failure that blockchain based networks can tackle even when involved partially. Regarding traditional mitigations towards these issues, blockchain as a concept differs and introduces itself in consistency with community ambitions, like those who suffer financially and have needs to access cheaper content to get qualified. This project is willing to stand up as a PoC, provided some components of the final product may appear in centralized form as it is still difficult to only depend on blockchain based services.47 0