Understanding the Perspectives of Mathematics Teachers Concerning eLearning in Saudi Arabia

Abstract

eLearning is considered to have the potential to improve education worldwide. Like many countries, the Kingdom of Saudi Arabia (KSA) is keen to employ eLearning in the classroom. This study aimed to increase knowledge and understanding of how mathematics teachers use eLearning and explore the barriers they encounter through the lens of their experiences and perspectives. In a mixed methods approach, a questionnaire was distributed to all middle school mathematics teachers in the Hafr Al-Batin province, and eight mathematics teachers and two middle school principals were interviewed. In total, 184 questionnaires were analysed using statistical methods and the interviews were analysed using thematic analysis (Braun and Clarke, 2006). Noteworthy findings drawing on the Technological Pedagogical and Content Knowledge (TPACK) framework revealed that the teachers had moderate ICT (Information and Communication Technology) knowledge related to teaching overall but lacked ICT-related knowledge, such as Technological Knowledge (TK). They were very familiar with social media (SM) sites, such as Twitter and Facebook, but did not have the skills to tackle technical issues in the classroom. Most used ICT for professional purposes but limited its pedagogical use to delivering lessons. They primarily used the "learning resource room", not the classroom, when employing ICT since it was equipped with most crucial tools, such as computers, interactive whiteboards, and projectors. The teachers had positive perceptions of the role of ICT in mathematics teaching, the benefits including increasing the efficiency of teaching and learning, providing more flexible and alternative assessment methods, and enhancing opportunities for innovation and creativity in teaching mathematics. Moreover, using ICT could improve communication between schools, teachers, students, and parents. A relationship was identified between the number of training courses attended on eLearning and reported ICT use in the classroom, but there is a severe lack of high-quality technology-related training courses. Also, the gender-segregated system hampers the professional development of female mathematics teachers. Middle school mathematics teachers need to improve their use of ICT in the classroom, and to accomplish this, teachers and policymakers must overcome fundamental barriers, such as a lack of support and direction, insufficient equipment, lack of technical support, poor Internet, and limited class time.