4Case Study of Women's Education in Saudi Arabia

291 Pages·2014·5.25 MB·English

Durham E-Theses
Video Conferencing Technology for Distance Learning
in Saudi Arabia: Current Problems, Feasible Solutions
and Developing an Innovative Interactive
Communication System based on Internet and wi(cid:28)
Technology for Communication Enhancement
ALGARNI, ABEER,DHAFER
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2
Video Conferencing Technology for Distance
Learning in Saudi Arabia: Current Problems,
Feasible Solutions and Developing an
Innovative Interactive Communication System
based on Internet and wifi Technology for
Communication Enhancement

Abeer Dhafer Algarni
School of Engineering and Computing Sciences
Durham University

Doctor of Philosophy
2014
i
Abstract
Context: In Saudi Arabia, distance-learning plays a vital role in the female higher education
system. This system is considered unique among all the world’s countries because, for
religious reasons, intermixing of the genders is not allowed within most educational settings
in Saudi society. This system is currently facing a problem with an overflow of female
students in higher educational institutions as these institutions suffer from a lack of female
faculty members. To resolve this problem, all universities in Saudi Arabia utilise synchronous
distance learning technologies such as video and audio conferences technologies for the
delivery of subjects by male faculty members to female students, as this is the only authorised
way for male faculty to teach female students. Although this method has been used in Saudi
Arabia continuously since 1970, no study has addressed the perceptions of female students,
regarding the problems they face whilst studying, through such technologies or proposed any
solution for these problems.
Aim: The purpose of this study is to identify the perceptions of female students at King Saud
University regarding the difficulties and barriers they encounter in the distance learning
classrooms that use video conferencing technology. This study also proposes feasible
solutions for the most common problems. It has developed an innovative interactive
communication system, CommEasy, based on the internet and Wi-Fi technologies for
handheld devices and uses this system to enhance communication and participation in
distance learning.
Method: The research questions are answered by applying a mixture of quantitative and
qualitative approaches that have been selected according to the nature of the research. A
case study research design was chosen to address all the research questions related to KSU.
Identifying the perceptions of female students about the problems they encounter in distance
learning classrooms was gathered through a questionnaire with five main parts: classroom
physical design, classroom physical features, technical support, communication and
participation with male instructors and classroom management. Each part used a number of
questions to measure the students' perceptions and the students were asked to respond to
each question using a five-point Likert scale. Proposing feasible solutions for the problems
reported by students required using a mixture of methods, such as observations, structured
interviews and surveys. An incremental software development approach was used to develop
the CommEasy tool that was used in this thesis and the quasi-experimental method was used
to evaluate this tool in the actual learning environment.
Results: The results of the thesis presented the perceptions of students towards the
components of the distance-learning classrooms and showed all the satisfactory and
unsatisfactory components. It produced a list of strategies for effective designing of the
distance-learning classroom that uses video conference technology, produced a new physical
design for the distance-learning classrooms that used video conference technologies,
provided a set of feasible solutions for the problems identified and finally, showed that the
CommEasy system has a positive impact, in supporting communication in the distance-
learning classroom, leading to an increased level of student participation with instructors, as
well as solving most of the problems students were faced with in this regard.
Conclusions: in summary, the outcome of this thesis should provide both researchers and
decision makers with an insight into the problems facing students in distance-learning, as
well as providing them with feasible solutions for these problems. This thesis will serve as a
basis for further research in this field to be conducted in Saudi Arabia.
ii
Glossary of Terms Used
Distance Education “Institution-based, formal education where
the learning group is separated, and where
interactive telecommunications systems are
used to connect learners, resources, and
instructors ” (Schlosser and Simonson, 2009,
p.1).
Distance Education Delivery Methods “Those that permit any education received by
the student to occur when the teacher and the
student are separated by location and/or time”
(Lindner and Murphy, 2001, p.37).
Personal Response System (PRS) PRS is “an electronic system consisting of a
software package running on the instructor's
computer, a small, handheld, wireless device
(a clicker) used by students to transmit their
responses to questions posed by the instructor
and a small receiver to pick up signals from
students' clickers” (Wright, 2009,p.2).
Interactive Whiteboard (IWB). “A touch sensitive screen that works in
conjunction with a computer and a projector”
(SMART Technologies, 2004).
Classroom Space “The square footage within the walls
including the seating area, the circulation
space, any instructor/demonstration area, and
storage/service area associated with the room”
(ASU Design Guidelines, 2011, p.4).
Classroom Design Guidelines “Overarching principles to create functional,
flexible and aesthetically pleasing
classrooms” (ASU Design Guidelines, 2013,
p.21).
Sharia “A composite of religious rites and legal
duties derived from the Holy Qur‗an along
with examples from the life of the Prophet
Muhammad (PBUH), known as the Sunnah”
(Sfeir, 1988,p.730).
Intisab “A system which allows individuals to
pursue higher education without attending

lecture” (AlRawaf and Simmons, 1992, p.65).
iii
Contents Overview

Abstract……….ii
Glossary of Terms Used………iii
Contents Overview…….iv
List of Abbreviations……..ix
Copyright……..x
Declaration……xi

Acknowledgement…….xii
Chapter 1: Introduction...................................1

1.1 The Essential Components of the Distance-Learning Environment….2
1.2 Research Questions….4
1.3 Limitations of the Research…5
1.4 Criteria for Success…6
1.5 Thesis Outline….7
1.6 Summary….8

Chapter 2: Literature Review......................................................................9

2.1 Distance Education..…9

2.1.1 Definition of Distance Education…..9
2.1.2 History of Distance Education…..11
2.1.3 Distance Education Delivery Methods…..13
2.1.4 Advantages and Disadvantages of Distance Education for Learners….14
2.1.5 Advantages and Disadvantages of Synchronous and Asynchronous
Distance Education….15
2.1.6 Effective of Technologies on Teaching-Learning…….17

2.2 Distance Learning Barriers…..18

2.2.1 Distance Learning Barriers- General Overviews……18

2.3 Technologies Enhance Communication and Participation…21

2.3.1 Importance of Communication in the Classroom….22
2.3.2 Personal Response System (PRS)….23

2.3.2.1 Advantages and Disadvantages of the PRS…24
2.3.2.2 Effectiveness of PRS on the Interaction in the Classroom…25
2.3.2.3 Obstacles to using PRSs in the Classroom…27
2.3.2.4 PRS to Support Communication in the Distance Learning
Classroom….27

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2.3.3 Interactive Whiteboard (IWB)….28

2.3.3.1 Advantages and Disadvantages of the IWB …28
2.3.3.2 The IWB to Support Communication and Interaction in the
Classroom…29

2.3.4 Twitter…….30
2.3.4.1 Advantages and Disadvantages of the Twitter…30
2.3.4.2 The Twitter to Support Communication and Interaction in the
Classroom…..30

2.4 Summary..........31

Chapter 3: Research Method and Design....................................33

3.1 Overview of the Research Method and Design……33
3.2 Methodology to Address the RQ1 (The Pilot Study + the SLR)………..37
3.3 Methodology to Address RQ2, RQ3 and RQ4 (Case Study Research Design
(KSU))….41

3.3.1 Method for Answering RQ3: The Survey for Identifying the Perceptions
of Female Students at KSU Regarding the Problems They Faced in
Distance-Learning Classrooms in KSU ….43
3.3.2 Method for Answering RQ4: Instruments Employed for Proposing
Solutions for KSU Problems….53
3.3.2.1 The Role of Students' Preparation in Reducing Discipline
Problems in Distance-Learning Classrooms in Saudi Arabia…54
3.3.2.2 The Role of the Teaching Assistants in Synchronous Distance-
Learning Classrooms in KSU……..55

3.4 Methodology to Address RQ5 (The Incremental Approach for Software
Development)….56
3.5 Methodology to Address RQ6 (The Quasi-Experimental Method for Evaluation of
the CommEasy System….56

3.5.1 The Comparative Analysis…..57
3.5.2 User Questionnaire……….58

3.5.2.1 The Students‘ Questionnaire…58
3.5.2.2 The Instructors Questionnaire….59

3.6 Summary……..60

Chapter 4: Case Study of Women’s Education in Saudi Arabia..…. 61

4.1 Saudi Arabia........61

4.1.1 Saudi Arabia Geographical and Cultural Context…61
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4.1.2 Overview of Education in Saudi Arabia… 62
4.1.3 Overview of Higher Education in Saudi Arabia…..63
4.1.4 The Higher Education of Females in Saudi Arabia…64
4.1.5 Background of Gender Division in Saudi Arabia.......66
4.1.6 Historical Background of Distance Education in Saudi Arabia….66
4.1.7 The Importance of Distance Education in Saudi Arabia…67
4.1.8 Saudi's Universities Efforts in Distance Education….68

4.2 Distance-Learning Environment in KSU…..69

4.2.1 Distance-Learning Environment in KSU…..69
4.2.2 Arrangement of Classroom Equipment……..71
4.2.3 Physical Features of the Classroom…..72

4.3 Summary….75

Chapter 5: Classroom Design………………...….76

5.1 Classroom Physical Design….76

5.1.1 Learning-Room Types….77
5.1.2 Definition of Classroom Design….81
5.1.3 Importance of Classroom Design…..82
5.1.4 Arrangement of Classroom Equipment..…83

5.2 Classroom Physical Features…..93

5.2.1 Location of the Learning-Room…94
5.2.2 Size of the Learning-Room…95
5.2.3 Shape of the Learning-Room…95
5.2.4 Door(s) of the Learning-Room….97
5.2.5 Ceiling of the Learning-Room….100
5.2.6 Floor of the Learning-Room..101
5.2.7 Walls of the Learning-Room…102
5.2.8 Coulor/Finishes in the Learning-Room…103
5.2.9 Windows in the Learning-Room…103
5.2.10 Student‘s Desks and Chairs in the Classroom…..105
5.2.11 Aisles in the Learning-Room…108
5.2.12 Lighting of the Learning-Room…109
5.2.13 Temperature, Ventilation and Air Conditioner……111
5.2.14 Level of Noise and Acoustics in the Learning-Room…111
5.2.15 Cleanness of the Learning-Room…118

5.3 Technical Support in Distance-Learning Classroom….119
5.4 Classroom Management…….122

5.4.1 Definitions of Classroom Management…123
5.4.2 Classroom Management in the Synchronous Distance Learning
Classrooms….123
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5.4.3 Strategies for Managing Discipline Problems in the
Synchronous Distance-Learning Classrooms……123

5.5 Summary……….129

Chapter 6: CommEasy: an Innovative Interactive Communication System …..........131

6.1 Motivation and Pedagogical Considerations….131
6.2 Requirement Determination and Analysis…..133
6.3 Developing the System…………134
6.4 Testing and Evaluation………………141
6.5 Summary…………..142

Chapter 7: Results and Findings…............143

7.1 Procedures of Data Analysis…..144
7.1.1 Distribution of Data…144
7.1.2 The Kolmogorov-Smirnov Test (K-S)…145
7.1.3 The Paired t-Test….145
7.2 Results of the Pilot Study……146
7.2.1 Data Validation…144
7.2.2 Reliability and Validity of Data…146
7.2.3 Procedures of the Data Analysis…146
7.2.4 Data Coding….147
7.2.5 Distribution of the Data…147
7.2.6 Results of the Pilot Study…..148

7.3 Results of the Main Questionnaire Identifying the Perceptions of Female
Students in KSU Regarding the Problems They Faced in Distance-Learning
Classrooms in KSU….152

7.3.1 Data Validation…152
7.3.2 Reliability and Validity of Data…153
7.3.3 Data Coding….153
7.3.4 Analysis Framework….153
7.3.5 Findings of the Study…157

7.4 Results of the Students‘ Preparation Survey….163

7.4.1 Data Validation…164
7.4.2 Reliability and Validity of the Data…164
7.4.3 Results of Students‘ Preparation Questionnaire…164

7.5 Results of the Teaching Assistant Study…..167

7.5.1 Reliability and Validity…167
7.5.2 Results of the Teaching Assistant Study…167
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7.6 Results of the CommEasy System Evaluation….169
7.6.1 Reliability and Validity..…169
7.6.2 Results of the Evaluation of the CommEasy System…169

7.6.2.1 The Comparative Analysis…170
7.6.2.2 The Results of the Survey…173
7.7 Summary….175

Chapter 8: Discussion….....................................................................176

8.1 Classroom Equipment Arrangements…..176
8.1.1 Microphones in the Classroom…176
8.1.2 Screens in the Classroom…..178
8.1.3 Loudspeakers in the Classroom….180

8.2 Classroom Physical Features….180
8.3 New Classroom Physical Design…186
8.4 Technical Support in the Classroom….187
8.5 Classroom Management and Communication with Male Instructors….192
8.6 Summary….195

Chapter 9: Conclusion …..............................................................................196

9.1 Thesis Overview………………..196
9.2 Criteria for Success and Contributions of the Thesis…196
9.3 Limitation of the Research…198
9.4 Future Work….199
9.5 Summary….199

Appendix and References ….................................................................200

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