eLearning Environment in Saudi Universities

Abstract

With the emergence of Information and Computer Technologies (ICTs), access to Internet, digital educational tools and technologies, eLearning which encompasses the online learning and distance learning, has become a ground-breaking, innovative, increasingly prevalent and highly advanced mode of learning and teaching. eLearning can be designed to be flexible, without the barriers of set time, location, gender access disparity, wealth and cultural inequalities and inequities compared to other traditional learning and teaching modes. The COVID-19 pandemic demonstrates the urgent needs and importance of eLearning in absence of traditional face-to-face learning and teaching activities around the world. Despite the in- numerous advantages, the implementation of eLearning faces constraints and challenges. Effective design, acceptance, implementation and utilisation of eLearning depend on ICTs, Internet, perception, acceptability, learning resources design and adaptation, educational tools and technologies, and many other factors which vary significantly from country to county based on socio-economic and technological development. Therefore, the primary aims of this study were to examine the current ICT and internet infrastructures, eLearning perception, and constraints for the determining the key eLearning attributes and tools and their relationship. The study also looked at the ways for overcoming the difficulties of laboratory practice inclusion to eLearning. The study theme focused on a middle eastern nation, Kingdom of Saudi Arabia. The study adopted mixed research method (qualitative and quantitative) based on face-to-face and online surveys among students, academic staff/ faculty members, and academic management in Saudi Arabia. Relevant ethical approvals for the study were obtained and securely stored as per the conditions of ethical committee. A comprehensive contemporary literature review on eLearning, ICT infrastructures, Learning Management System (LMS) and digital learning and teaching capabilities in general and relevant Saudi Arabia was undertaken. Survey study questionnaires were design based contemporary literature surveys. Face-to face surveys were conducted among the students and academic staff/ faculty members by the Candidate in Saudi Arabia. The online survey was designed and managed through an online platform located at RMIT University for students, academic staff/ faculty members and the academic management in Saudi Arabia. The survey data were analysed, classified, visualised, and compared using NVivo, SPSS and Excel software. Based on survey study and contemporary literature reviews on eLearning, a set of eLearning tools and eLearning attributes was identified. Using these identified eLearning tools and eLearning attributes, a mathematical interdependence equation for eLearning outcome was developed. To overcome the difficulties of inclusion of laboratory practice component in eLearning, an effective modified Three-Step Laboratory Practice method is suggested which was evaluated for its efficacy in laboratory practice intensive courses during COVID-19 pandemic. The face-to-face interviews study show that some perception variations and misconceptions about eLearning and online education among students and academic staff/ faculty members do exist in Saudi Arabia. The online survey study demonstrates the willingness to embrace eLearning by all stakeholders (students, academic staff/ faculty members, and the university management) if the adequate supports related to eLearning are provided. The study also revealed that the existing Learning Management Systems (LMS) used at Saudi universities have significant constraints for delivering laboratory practice components of any courses. Therefore, the modified Three-Step Laboratory Practice method experimented in this study can be implemented for Saudi universities. T