Evaluating the Effectiveness of the E-learning Experience in Some Universities in Saudi Arabia ...

328 Pages·2014·6.25 MB·English

Durham E-Theses
Evaluating the E(cid:27)ectiveness of the E-learning
Experience in Some Universities in Saudi Arabia from
Male Students’ Perceptions
ALGAHTANI, ABDULLAH,FALEH
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ALGAHTANI, ABDULLAH,FALEH (2011) Evaluating the E(cid:27)ectiveness of the E-learning Experience in
Some Universities in Saudi Arabia from Male Students’ Perceptions, Durham theses, Durham University.
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2
Evaluating the Effectiveness of the E-learning Experience in Some
Universities in Saudi Arabia from Male Students Perceptions
By
Abdullah Algahtani
A Thesis Submitted for the Degree of Doctor of Philosophy
School of Education
University of Durham
2011
ABSTRACT
This study applies social science methodology to the innovation of e-learning so that decision
makers and other stakeholders can assess aspects of its effectiveness, to provide a more secure base
for action. In this study, e-learning s effectiveness was evaluated at two universities in Saudi
Arabia, through male learners perceptions. Some account was taken of variables to assess
statistically significant differences in their views. The data was collected by mixed methods: using a
questionnaire from a sample of 300 learners and a focus group interview attended, later, by 21
learners.
The findings showed that e-learners believe that they are able to learn autonomously using all
features made available by the technology. They reported that they were motivated by the
interactivity of e-learning and pursued their courses with intensity and success. There was positive
agreement in all four dimensions considered by the research. Significant variables within this
positive rating were previous e-learning experience and ICT skills. The study also collected
learners' views about the positives and negatives of e-learning, its requirements and barriers, as well
as learners' suggestions for the development of e-learning. Learners appreciated the opportunities
offered by e-learning and the way it supported their studies, facilitating communication and
accommodating their learning needs and circumstances. They recognised that it helped to meet an
increased demand for learning. On the other hand, they noted some hazards to physical and social
health and some confusion arising from the diversity of information accessible through ICT. They
felt improvements could be made by planning, training and by specialized personnel. Most of the
barriers they noted arose from infrastructural weaknesses and lack of acceptance of e-learning.
Respondents said they were aware of financial constraints and of language barriers. Universities,
working closely with communities and the private sector, could address many of these identified
issues in products and infrastructure. This study concludes with some recommendations as well as
suggestions for future research.
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TABLE OF CONTENTS
CONTENTS PAGE
ABSTRACT .... i
TABLE OF CONTENTS .. ii
LIST OF TABLES . vi
LIST OF FIGURES vii
DECLARATION . ... viii
COPYRIGHT . ix
ACKNOWLEDGMENTS . . x
DEDICATION xi
PREFACE .. . xii

CHAPTER ONE: BACKGROUND TO THE STUDY . .. 1

Introduction . 2
1.1 Location, population and area... .. 5
1.2 Culture and Social life .. 7
1.3 Economy and geography ...... 7
1.4 Information and communications technology 10
1.5 Education in Saudi Arabia ... 11
1.5.1 Higher education in Saudi Arabia . 13
1.5.2 Universities where the study was implemented 18
1.5.2.1 King Saud University . 19
1.5.2.1.1 Deanship of e-learning and distance learning at King Saud
University . 20
1.5.2.2 Imam University .. 22
1.5.2.2.1 Deanship of E-learning and Distance Learning at Imam
University ... 22
1.6 The National Information and Communications Technology Plan 23
1.7 National Centre for E-learning and Distance Learning 25
1.8 E-learning in the universities before and after the National Centre for E-
learning and Distance Learning .. 28
1.9 The importance of the study 33
CHAPTER TWO: E-LEARNING . .. 35
Introduction .. .. 36
2.1 E- learning definitions .. 36
2.1.1 E-learning in operation ... 43
2.2 Dimensions of e-learning .. 44
2.3 History of e-learning . 47
2.4 Internet history . 49
2.5 Types of e-learning ... 50
2.6 E-learning management ... 53
2.7 E-learning environments .. 55
2.8 The positives aspects of e-learning .. 57
2.9 The negatives aspects of e-learning . 60
2.10 Barriers to e-learning . 61
2.11 E-learning requirements 62
2.12 The impact of ICT in education 63
2.13 Employing e-learning in education ... 65
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2.14 Interaction and communication in e-learning .. 66
2.15 Autonomous learning . 69
2.16 Effectiveness 71
2.17 Evaluation 71
2.17.1 Explanation of these models' relation to this study 77
2.17.2 Aspects to be covered during e-learning evaluation .. 82
2.18 Perceptions .. 84
2.19 Research related to the evaluation of e-learning . 89
2.19.1 Research that evaluated e-learning's effectiveness and its success 91
2.19.2 Research that examined perceptions and trends .. 94
2.19.3 Comments on the methods used in related research 96
2.20 The Problem of the study and its rationale .. 100
2.21 Research questions . 101
2.22 Purpose of the study ... 102
CHAPTER THREE: THE METHODOLOGY .. 104
Introduction 102
3.1 Nature of the research .. 105
3.2 Quantitative and qualitative methods . 110
3.2.1 Differences and similarities between the qualitative and quantitative 112
3.2.2 Strengths and weaknesses in the quantitative method . 113
3.2.3 Strengths and weaknesses in the qualitative method . ... 114
3.3 Study instruments . 118
3.3.1 The questionnaire . 119
3.3.2 Focus group interview .. 133
CHAPTER FOUR: RESULTS. DATA ANALYSIS AND PRESENTATION 142
Introduction ..... 143
4.1 The population and the sample ... 146
4.2 Correlation of variables ... 153
4.3 Factor analysis .. 160
4.5 The first question .. 163
4.6 The second question .. 165
4.6.1 The extent of learners perceptions of their interaction with content 1 65
4.6.2 The extent of learners perception of their interaction with instructors 169
4.6.3 The extent of learners perceptions of their interactions with other
learners ..... 170
4.6.4 Written open-ended comments added to questionnaires . 174
4.7 The third question 181
4.7.1Positives aspects of e-learning . 181
4.7.2 Negatives aspects of e-learning .. 189
4.8 The fourth question . 194
4.8.1 Requirements .. 195
4.8.2 Barriers 199
4.8.3 Learners' Suggestions . 204
4.9 The secondary goal of the focus group ... 208
4.10 Summary of the learners responses to the secondary goal of focus group .. 213
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CHAPTER FIVE: DISCUSSION .... 216
Introduction ... 217
5.1 Correlation of variables ... 218
5.2 First question . 219
5.2.1 Dimension 1: autonomy in e-learning 220
5.3 Second question . 226
5.3.1 Dimension 2: interaction with the content 226
5.3.2 Dimension 3: interaction with the instructor .. . 233
5.3.3 Dimension 4: interaction between learners .. 233
5.3.4Questionnaire comments . 237
5.4 Third Question . . 241
5.4.1 Positives aspects of e-learning 241
5.4.2 Negatives aspects of e-learning .................................................. 245
5.5 Fourth Question 249
5.5.1 Requirements ... 249
5.5.2 Barriers . 251
5.5.3 Learners' suggestions to develop e-learning .. 253
CHAPTER SIX: CONCLUSION AND RECOMMENDATIONS ... 254
Introduction .... 255
6.1 Correlation of variables ... 255
6.2 The first question .. 255
6.3 The second question .. 256
6.3.1 Dimension 2: Interaction with the content 256
6.3.2 Dimension 3: interaction with the instructor 257
6.3.3 Dimension 4: interaction with learners .. 257
6.4 Written open-ended comments added to questionnaires . . 257
6.5 Third question: the positives and negatives ... 259
6.5.1 Positives aspects of the learning . 259
6.5.2 Negatives aspects of the learning ... 260
6.6 Fourth Question 261
6.6.1 Requirements ... 261
6.6.2 Barriers . 262
6.6.3 Learners' suggestions to develop e-learning .. 262
6.7 Recommendations . 263
6.8 The contribution ... 273
6.9 Limitations of the study 274
6.10 Further study .. 278
REFERENCES . 283
APPENDICES 296
Appendix A. Cover Letter for the Questionnaire (English) 297
Appendix B. The Questionnaire (English) .. 298
Appendix C. Cover Letter for the Questionnaire (Arabic) 300
Appendix D. The Questionnaire (Arabic) 301
Appendix E. The Focus Group Interview Questions (English) . 303
Appendix F. The Focus Group Interview Questions (Arabic) .. 304
Appendix G. Letter from the Supervisor to the Saudi Culture Bureau in UK
Confirming the Undertaking of the Field Study .. 305
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Appendix H. Letter from the Saudi Cultural Bureau in the UK to the Ministry of
Education in Saudi Requesting Approval for the Field Trip ... 306
Appendix I. Letter from the Ministry of Education to Ministry of Civil Services
Requesting Approval for the Field Trip .. 307
Appendix J. Approval letter from the Ministry of Education to the Saudi
Cultural Bureau in the UK for the Field Trip ... 308
Appendix K. Letter from the Ministry of Education to King Saud University
Requesting Consent to Carry out the Field Study . 309
Appendix L. Letter from the Ministry of Education to Imam University
Requesting Consent to Carry out the Field Study ..... 310
Appendix M. Confirmation Letter from the Ministry of Education to the Saudi
Cultural Bureau in the UK at the End of the Field Study .. 311
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LIST OF TABLES
TABLE PAGE
Table 1.1: showing the names of public universities and the date of its founding... 15
Table 1.2: The most important Functions and specifications of Jusur and
Tadaurs ... 31
Table 2.1: Explaining e-course Functions 54
Table 2.2: Illustrating the 38 characteristics with their sources in the literature.... 80
Table 2.3: Summary of literature related to e-learning effectiveness ... 93
Table 2.4: Summary of literature related to perceptions and trends 95
Table 3.1: Exhibiting Reliability coefficient analysis scale "ALPHA" .. ... 130
Table 3.2: Exhibiting the pearson correlation of each item in each
dimension .. 131
Table 3.3: Exhibiting "pearson the correlation of the dimensions with the scale. 132
Table 4.1: the study s questions and how responses were located . 145
Table 4.2: KSU and IMU students 2008/2009 . 146
Table 4.3: The percentage of questionnaires suitable for use 149
Table 4.4: The number of interviewees as percentages of the full sample ... 149
Table 4.5: Distribution according to specialization 151
Table 4.6: Distribution according of previous learning by e-learning .. 151
Table 4.7: Distribution according to age .. 152
Table 4.8: Distribution of ICT skill .. 152
Table 4.9: The difference of specialization shown by T test 154
Table 4.10: The difference of previous learning by e-learning shown by T-test .. 155
Table 4.11: The difference of age shown by ANOVA test ... 156
Table 4.12: the difference of ICT Skills shown by ANOVA test 157
Table 4.13: Post Hoc Test Scheffe The ability to learn autonomously .. 158
Table 4.14: Significant and non-significant differences of all variables 159
Table 4.15: Total Variance Explained .. 160
Table 4.16: Rotated Component Matrix .. 161
Table 4.17: The scale .. 162
Table 4.18: Dimension 1: the ability to learn autonomously through e-learning 163
Table 4.19: Dimension 2: Learner- content interaction in e-learning ... 166
Table 4.20: Dimension 3: Learner- instructor interaction in e-earning . .. 169
Table 4.21: Dimension 4: Learner- learner- interaction in e-learning .. 171
Table 4.22: The first four dimensions ordered by means ... 173
Table 4.23: Comparison of the dimensions between the two universities ..... 174

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LIST OF FIGURES
FIGURE PAGE
Figure 1.1: A map of Saudi Arabia ... .. 6
Figure 1.2: The Thirteen provinces in Saudi Arabia . 9
Figure 1.3: Snapshot of the National E-learning Centre's website 27
Figure 1.4: Snapshot, showing the main page and virtual classroom of Jusur 32
Figure 1.5: Snapshot, showing the main page and virtual classroom of Tadaurs.. 32
Figure 2.1: The essential characteristics of e-learning ... 92
Figure 2.2: E-learning s ambit .. 43
Figure 2.3: Dimensions of e-learning 44
Figure 2.4: Summary of critical aspects of ICT's impact on education ... 65
Figure 2.5: The three models of e-learning in education 66
Figure 2.6: Evaluating E-learning's effectiveness .. . ... 86
Figure 3.1: Themethodology and the instruments .. ... 141
Figure 5.1: Dimension 1: the autonomy in e-learning 220
Figure 5.2: Dimension 2: Learner-content interaction in e-learning 226
Figure 5.3: Dimension 3: Learner-instructor interaction in e-learning 232
Figure 5.4: Dimension 4: Learner-learner interaction in e-learning 234
Figure 5.5: Order of the dimensions . 235

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