Saudi Cultural Missions Theses & Dissertations
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Item Restricted Antecedents of Acceptability of Online Learning: Students and Instructors Perspective and Policy Implications in Saudi Arabia(University of Reading, 2024-08) Alshammary, Ahmed; Ghobadian , Abby; Heim, IrinaThe information technology revolution has changed people’s lives as many countries have invested resources in strengthening their technological infrastructure, facilitating the integration of technology into education and, in turn, the adoption of online learning and teaching by higher education institutions worldwide (Ivanova & Ivanov, 2021). These developments have motivated this research into factors affecting students’ and instructors’ acceptance of online learning and teaching. Previous studies have relied on technology acceptance theories and models that interpret individual intentions to either accept or reject technology in a specific context, but have neglected the importance of a broader theoretical explanation to analyse the acceptance of technology by students and instructors. A study looking to fill this gap could help investigators acquire actionable data for implementing online learning and teaching as a collective decision informed by institutional and governmental policies. The present study aimed to investigate the influence of individual, non-individual, socio-cultural, and overall satisfaction factors on the acceptance of online learning and teaching among students and instructors. The goal is to boost their acceptance of a successful implementation of online learning and teaching in higher education institutions. A quantitative research method was applied. Two surveys were conducted; one for students and one for instructors, and responses were collected from several institutions. Two hundred students responded to the student survey, and two hundred instructors completed the instructor survey. This study demonstrated that the successful implementation of online learning and teaching depends on integrating several elements, classified into individual and collective factors. The individual elements are the most decisive concerning the acceptance of online higher education. By contrast, favourable collective elements alone do not guarantee the successful implementation of this practice. The study found that, despite overall technological advancements, certain shortcomings deserve attention: self-efficacy in using online learning platforms, stable Internet connections, and affordable devices and Internet services. The results also reflected a disparity that explains the state of uncertainty among some students and instructors from conservative families regarding interactions with another gender in online learning and teaching environments. This study found that the design of online learning sessions needs a comprehensive restructuring, as it is closely linked to participation, interaction, and engagement. Furthermore, strategies for online learning and teaching sessions should be devised. This work also revealed a discrepancy in the institutional support provided to students and instructors for online learning and teaching sessions; this extends to other aspects and may affect learning outcomes in general. This study contributed theoretically by developing a comprehensive model to examine seven factors (individual, behavioural, technological, institutional, pedagogical, socio-cultural and overall satisfaction) that affect online learning and teaching acceptance. It also contributes academically by expanding the knowledge of online learning and teaching acceptance by providing a comprehensive understanding of the critical factors affecting this acceptance. This work also offered recommendations on both proximal and distal policy levels to guide policymakers to take actions to improve the readiness of students, instructors, and higher education institutions to successfully implement online learning and teaching. Future research into the acceptance of online learning and teaching could further explore the factors identified here or focus on other issues. The social interaction between both genders in the Saudi context needs to be examined to understand its implications. A comparative study is needed to explore the stability of the technological infrastructure in different regions and urban and rural areas in Saudi Arabia. More in-depth analyses, such as diary studies within a specific time frame (e.g. one semester or one academic year), could provide further insights into how the attitudes and perceptions of students and instructors towards online learning and teaching practices evolved, based on the changes in different elements of the included factors.38 0Item Restricted Faculty Members’ Digital and Instructional Practices in E-learning Programs at Saudi Universities(University of Idaho, 2023-02-10) Alhasaf, Ibtisam; Dixon, Raymond A.With the increasing popularity of e-learning programs, educational stakeholders are attempting to promote the successful implementation of interactive e-learning programs. Scholars have long tried to understand how faculty members perceive and practice e-learning instruction in Saudi universities, where e-learning is a relatively new concept. A few studies conducted in different regions of the Kingdom of Saudi Arabia have investigated faculty members' perceptions. This study added to the limited body of knowledge on Saudi faculty members' perceptions of their practices in e-learning programs. This qualitative study recruited 17 instructors from six universities in Saudi Arabia using a generic qualitative inquiry approach. Semi-structured interviews with the participants were used to collect data. Findings indicated that the participating faculty members have a variety of practices and experiences regarding implementing an interactive e-learning program. These experiences were conceptualized in four main themes: interactive activities, assessment, multimedia learning material, and students' acceptance of e-learning programs. The present study clarified that instructors use various interactive activities, tests and quizzes for assessment, and videos as the main multimedia tool in their online classes. The results elucidate that students are increasingly accepting e-learning environments and the technologies used in their learning space. The study also throws light on factors affecting the successful implementation of the interactive e-learning program. Exploring these competencies and practices can provide instructional designers, faculty members, directors of online education, and other relevant stakeholders with the present picture of faculty techniques and virtual ability to teach in dynamic online spaces in Saudi universities.9 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