Saudi Cultural Missions Theses & Dissertations
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Item Restricted E-learning Transformations in Early Years Education in the Kingdom of Saudi Arabia: An Analysis of Challenges and Successes(Swansea University, 2024-09-30) Alotaishan, Maha; Wolfe, ChrisThis research explores the evolution of e-learning in early childhood education in Saudi Arabia, with an analysis of the challenges and successes; the Kingdom's Vision 2030 calls for the integration of digital technology in education and sees it as a driving force behind better education. Early childhood education, encompassing children from birth to age eight, includes both kindergarten and early primary grades (first to third grade). E-learning can bolster traditional learning methods and provide memorable learning experiences by introducing interactive and inclusive environments, particularly in early education. This study provides a quick insight into e-learning development in Saudi Arabia education. Then, it examines the status of e-learning, from its origins in education to its current application in early childhood settings. This study will use a combination of a literature review and secondary data analysis to investigate the key factors that have supported or hindered the implementation of e learning in Saudi Arabia, which will, in turn, highlight the roles of infrastructure, digital awareness and socio-economic disparities, underscoring the importance of digital solid infrastructure, teacher training and parental involvement as central components for the success of e-learning in early childhood learning. The findings suggest that advancements have been made, particularly in private schools with advanced technology like augmented reality, significant challenges remain, particularly in rural and economically disadvantaged areas. This study will conclude with a conclusion citing recommendations to improve the quality and accessibility of e-learning for all children in Saudi Arabia, further demonstrating the need for continuous investment in digital infrastructure, professional development for teachers and community collaboration to open up equal educational opportunities for all students.16 0Item Restricted SELF-REGULATION AND ACADEMIC MOTIVATION AS PREDICTORS OF ACADEMIC ACHIEVEMENT OF UNDERGRADUATE STUDENTS IN AN ONLINE LEARNING ENVIRONMENT(Andrews University, 2023-11-16) Almwalad, Sonia; Nosworthy, NadiaThe aim of the study was to determine whether self-regulation and academic motivation are related to undergraduate student academic achievement in an online learning environment. The results showed that participants were moderately self-regulated and academically motivated. Also, there was no link between self-regulation and academic motivation and no gender differences.63 0Item Restricted Using the Collaborative E-Learning System CELS to investigate collaborative content creation in virtual meetings for e-learnin(University of Sussex, 2023-09-21) Alamroo, Azzah; Newbury, PaulCollaborative e-learning systems have emerged as a prominent approach in the field of education, offering innovative solutions for knowledge sharing, interaction and learning in digital environments. However, while students have become much more familiar with video conferencing software over the last few years, there is still limited research on how to use this type of software to create learning materials and collaborate outside of traditional lectures and seminars. The research in this thesis is aimed at taking advantage of students' new found comfort with video conferencing platforms by allowing them to develop their own learning materials collaboratively through a live portal. They can then disseminate this content on a dedicated website as learning resources and review and enhance their classmates' work in class. This platform has been used as the basis for a system study for undergraduate students who were enrolled in the University of Sussex’s School of Engineering and Informatics in the spring semester of 2021-2022 and Taif University's Computer Science college in the Autumn semester of 2021-2022. The CELS system is web-based and provides users access via their phones, laptops, desktops etc. The qualitative results from this study indicate a boost in student engagement and demonstrate that the system provides a variety of constructive feedback, resulting in higher satisfaction and achievement with the taught material.26 0Item Restricted Factors affecting the use of E-Learning in Saudi Arabia: An Analysis of Academics’ Perspectives(Saudi Digital Library, 2023-12-01) Albazie, Haifa Abdullah; Proudfoot, Kevin; Mancy, RebeccaTechnology plays a vital role in higher education environments. Saudi Arabia is one of the world's fastest-growing e-learning markets. This requires the use of a wide range of technological tools and platforms to enable educators to engage students in their learning. Some academic staff educated in traditional ways face challenges when using technology in their teaching. Therefore, it is essential to consider the motivational factors that might affect faculty members’ adoption of e-learning tools such as the Blackboard system. Studies carried out in Arabic contexts rarely focus on motivation when examining the factors that might impact users' acceptance of technological tools. As a result, this study applied Self- Determination Theory (SDT), which addresses different types of extrinsic motivation (external regulation, introjected regulation, identified regulation, integrated regulation), and intrinsic motivation to understand the role each plays in faculty members’ attitudes to e-learning. This research also applied the Technology Acceptance Model (TAM) to explore the internal factors (perceived usefulness, perceived ease of use, and attitude) and external factors (self- efficacy) that influenced the use of Blackboard among faculty members at a Saudi university . In order to gain a deeper understanding the subject area, the relevant e-learning literature was first reviewed. Then, an exploratory study was conducted in Saudi Arabia to examine the state of e-learning in the target university and investigate the main issues relating to the adoption of the Blackboard system. The pilot study uncovered the role of external regulation in faculty members’ use of the Blackboard system. The study then gathered and analysed both quantitative and qualitative data as part of the main empirical study, which allowed for triangulation. The main research question that this study sought to address is, “Which factors do academics view as important in affecting the adoption and use of e-learning in a Saudi Arabian Higher Education institution?” Specifically, the study sought to understand the extent to which the Blackboard system was utilised and valued and the barriers involved; what TAM theory can reveal about faculty members’ perceptions to its use, and what SDT shows as regards the motivational factors involved. The main findings of the study are: The faculty members were affected by external regulation in their use of the Blackboard system. They were also impacted by other motivational factors, such as introjected and identified regulation. In addition, from the data that were obtained, it was found that the faculty members perceived the Blackboard system as useful and easy to use. They also reported a high level of self-efficacy, although this varied depending on their experiences of using the system. Overall, the faculty members held a positive attitude towards using the Blackboard system; however, they required further training and support in finding solutions to the obstacles they faced while using it.11 0Item Restricted Respiratory Therapy Students’ Perception on Online Learning During COVID-19 in the Kingdom of Saudi Arabia(Saudi Digital Library, 2023-11-17) Alshehri, Faisal; Goodfellow, LyndaBACKGROUND: In response to the COVID-19 pandemic, electronic learning (E-learning) has emerged as the primary method for delivering educational materials, particularly within the scope of Saudi Arabian (SA) Respiratory Therapy (RT) education. PURPOSE: To evaluate the perception of E-learning among RT students in the Kingdom of Saudi Arabia (KSA) by comparing face-to-face learning to E-learning during the COVID-19 pandemic. METHODS: A cross-sectional survey to investigate the perception of E-learning was conducted and distributed using a convenience sample of RT students through an online platform (Google Forms) between September and November 2023. RESULTS: Overall, 221 RT students, with females accounting for 119 (53.8%), replied to the online survey. The study revealed several advantages of E-learning, including the ability to study at home (67.9%), access to online materials (64.7%), and learning at own pace (62.4%). The main disadvantages as indicated by most respondents were the lack of interactions with patients (70.1%), technical problems (56.6%), and reduced interaction with teachers (50.7%). No significant difference in the perceptions of knowledge enhancement between face-to-face and E-learning methods (P = .32). However, E-learning was considered a lower effective method than face-to-face learning for both clinical skill development (P < .001), and social competencies (P < .001). Additionally, respondents reported that they were less actively engaged during E-learning classes compared to face-to-face classes (P < .001). Nonetheless, a significant percentage of respondents (71.9%) claimed that E-learning was an enjoyable experience. CONCLUSION: This research emphasizes the potency of E-learning in terms of increasing knowledge as a valuable tool for educating Saudi RT students. Nevertheless, it highlights the need for a meticulously planned strategy and a proactive implementation approach to effectively implement clinical and social skills E-learning into the educational framework of RT students.36 0Item Restricted PARAMEDIC STUDENTS’ EXPERIENCES TOWARDS ONLINE LEARNING DURING THE COVID-19 PANDEMIC: A QUALITATIVE DESCRIPTIVE STUDY(2023) Al Alshaykh, Omar Abdullah; Hannigan, BenPurpose: The COVID-19 pandemic has significantly impacted education, necessitating a massive shift towards digital learning. As a result, healthcare, medical and nursing education have had to swiftly transfer and adapt to online instruction despite the substantial challenges this has presented, given that healthcare education involves crucial hands-on skills, laboratory practice and clinical experience. Consequently, previous research investigated healthcare students’ experiences with online learning for various healthcare professions during the COVID-19 pandemic; however, scarce evidence was found for the population of paramedic students. Therefore, this study aimed to explore the paramedic students’ experiences with online learning during COVID-19, particularly by examining their facilitators and barriers to this new learning modality. Methods: A qualitative descriptive design was adopted to explore paramedic students’ experiences with online learning during the COVID-19 pandemic. Purposive sampling was utilised to recruit six students in the eastern region of Saudi Arabia. Data collection employed in-depth, semi-structured virtual interviews, which were audiotaped and transcribed verbatim. Braun and Clarke’s reflexive thematic analysis was then used for data analysis. Findings: Eight main themes and four sub-themes were explored from the data. The main themes were: unfamiliarity requiring quick adaptation; lack of infrastructure hindering e-learning; troublesome learning clinical skills virtually; problematic communications within the online realm; difficulty maintaining active learning; online learning allows more flexibility and time; using e-tools effectively; and adapting blended learning approach. The analysis explored valuable findings regarding these students' learning facilitators and barriers alongside their suggestions for future improvements. Conclusion: The study’s findings provide crucial information for educators and stakeholders to improve online learning and ensure education quality that, in turn, could contribute to safer patient care. These findings may also help authorities understand students’ online learning experiences and better prepare them for this mode of learning.37 0