To What Extent Are Saudi Arabian Students Satisfied with the E-Learning Tool Blackboard - Research Paper Example

To What Extent Are Saudi Arabian satisfied with the e-learning Tool ‘Blackboard’ at King Saud in Saudi Arabia. Professor: Institution: City and State: Date: Research Title To What Extent Are Saudi Arabian Students satisfied with the e-learning Tool ‘Blackboard’ at King Saud University in Saudi Arabia. Statement of the Problem E-learning, as a concept, has been gaining popularity all over the world in the past one and a half decade (Allen and Seaman, 2008). Saudi Arabia is one of the countries that have embraced these new technologies in education. Saudi Arabia is adequately suited to adopting e-learning in its education sector since it has all the right components to make the adoption a success. However, this is not the case. The government and other stakeholders in the education sector have been pushing for the adoption and utilization of e-learning especially in the higher institutions of learning but, so far, with little success (Al-Shehri, 2010). Despite the population being comprised hugely of a younger population and the availability of internet services, adoption of e-learning and the use of e-learning tools are secondary to other internet uses. The majority of Saudi population using the internet utilise it for social networking purposes and other basic communication functions such as emailing but a very few students are willing to use the internet for the purpose of learning in an educational setting (Al-Shehri, 2010). This paper tries to determine the extent to which the Saudi Arabian students utilize e-learning resources, and in particular, the Blackboard e-learning tool. It is based on the presumption that the higher the number of students using the facility, the higher the level of satisfaction since if the students are extremely dissatisfied with it they would stop using it preferring the traditional teaching and learning methods. Hopefully, the extent to which it is used, couple by its perceived effectiveness and efficiency will help to gauge the level of satisfaction Saudi Arabian students derive from using Blackboard. Research Aim The aim of this research is to examine the extent the Saudi Arabian students at King Saud University are satisfied with the e-learning tool “Blackboard”. In a bid to achieve this aim, the research fulfills the objectives listed herein after. Research Objectives The research objectives are: i. To try and determine the level of satisfaction derived from utilising Blackboard by Saudi Arabian students at King Saud University. ii. To determine the importance and usefulness of using “Blackboard” e-learning tool at King Saud University. iii. To determine the effectiveness and efficiency of the Blackboard tool in enhancing the learning of students. iv. To analyse the views and opinions of students of King Saud University on the use and benefits of Blackboard. Here, the advantages and disadvantages of using Blackboard on the part of the students will also be established. v. To analyse the findings and make useful recommendations Research Questions i. What is the extent of importance and usefulness of Blackboard to the students at King Saud University? ii. What are the extent of the effectiveness and the efficiency of using the Blackboard among the students at King Saud University? iii. What are the views and opinions of King Saud University students on the use and benefits of using Blackboard? iv. What are advantages and disadvantages or benefits and challenges of using Blackboard as one of the e-learning tools? Background and History E-learning is still an emergent technology in the Kingdom of Saudi Arabia unlike other developed countries like the US and the UK where a substantial number of institutions of higher learning have adopted and are using e-learning facilities (Chanchary and Islam, 2011). The world is fast changing with the rise to prominence of the use of digital technology. This technology has revolutionised all sectors in the world with the education sector among the most affected. Institutions of higher learning have adopted e-learning tools such as Blackboard and Moodle so as to align themselves with the sweeping current of technology (Haigh, 2007). To stay relevant in the modern world, and to produce students who are competent wherever they are all over the world, the Saudi government saw it fit to promote the use of e-learning tools, not only in the universities and colleges but also in the secondary level institutions. For example, the government formed and tasked the National Centre for E-learning and Distance Learning Authority to facilitate the adoption of e-learning across the country (Quraishi, 2012). The Aum Alqura University in collaboration with King Fahad University of Petrleum and Minerals did set up the first e-learning facility in Saudi Arabia back in 2003.They were later followed by other universities in quick succession and by 2010, 90% of the university were using at least one e-learning tool (Al-Shehri, 2010). King Saud University is one of the universities that followed suit and rode the tide of digital transformation. The institution was formed in 1957 as Riyadh University and was later renamed to its current name in 1982. It is a public university that enjoys funding from the central government. The availability of funds and the fact that it is a public institution guaranteed that an e-learning model would be installed and implemented. However, King Saud University, despite being one of the oldest and famous universities, has been slow at developing its e-learning facilities. King Saud University is using a Learning Management System in the form of a Blackboard. A Blackboard, as an e-learning tool, has the potential to transform one’s learning experience if well designed and managed (Allen and Seaman, 2008). It is capable of providing a virtual learning environment where a discussion board can be formed, instructors and students can share contents in the form of documents and PowerPoint, videos and audio content, timetable, lecture notes, live chat and the mailing systems (Quraishi, 2012). King Saud University’s Blackboard does not utilize all these potential uses and functions of its Blackboard. Its Blackboard just offers basic information like the timetable and, sometimes, lecture notes and announcements that appertain to the students. The Blackboard does not have the some of the important components such as past exam papers and lecture notes which are quite useful for revision purposes. The students are forced to search for such information through the various social media platforms and forum websites or borrowing from students who are ahead of them which makes the task much harder. It is, therefore, critical that the level of satisfaction with the usage of the Blackboard in King Saud University be established. Once established, the major reason why the facility is operating at a sub-par level should be established and measures taken to redeem the situation. If the university, and the country in general, is to produce adequately qualified workforce in this era it needs to churn out tech-savvy individuals. This starts with being comfortable with the use of e-learning platforms for study. Through the opinions from the students and lecturers, the side that has been compromising the potential of the e-learning system would be established and the necessary recommendations made. Rationale for the study The world is increasingly adopting information communication technologies. According to Aroyo and Diceva (2004), currently, the use of e-learning platforms is one of the best practices in the education industry. Leaders in these fields have shown how the e-learning tools can be used to transform the experiences and learning behaviours of a student. Saudi Arabia, being one of the countries that intend to keep in pace with the leaders in digital migration should conduct studies to root out any malpractices and emotional dysfunctions that may limit the country’s progress towards increased use of e-learning (Quraishi, 2012). This study is important in the sense that it intends to point out the level of satisfaction of Saudi Arabian students with the use of e-learning platforms and tools, for example Blackboard. Determining the level of satisfaction is not only aim, this study goes a step further to note the reasons for dissatisfactions if there are any. If the reasons can be pin-pointed, then they can easily be addressed. Furthermore, this study has, from the onset, established that many Saudi students are finding it very hard to cope in the learning environment in other parts of the world where e-learning has been fully developed. They are a disadvantaged lot outside their country. Through this study, the main reasons why e-learning systems have not been fully developed and the students’ attitudes towards e-learning tools can be examined and measures taken to address the relevant areas of concern. Some of the insights into factors affecting the level of usage and satisfaction with the use of Blackboard include language barriers, inherent cultural perceptions and ties, past exposure, the level of computer literacy. The net contribution of this research should be helpful to the King Saud’s administration and instructors and the policy makers in the government in their decision making. Scope of the Study The scope of this study is limited to the Saudi Arabian students. It is moderately focused. It does not cover all the students in Saudi Arabia; it covers students of Saudi Arabian origin who are pursuing their studies at King Saud University. Since the sample from such an academic institution is representative of the society, this study’s findings will be generalized to represent the whole of Saudi students. Therefore, the study does not make comparisons with those of other institutions since the population in this institution is representative of all the Saudi students studying in Saudi Arabia. Literature Review Introduction E-learning is the use of electronic media and the internet in facilitating the exchange of information (Barron, 1999). E-learning is a broad concept that has wide implementation. It flows from the recent frenzy to digitize all operations and make them ICT-driven. An institution using e-learning platforms encourages the use of electronic media such as videos, blogs and other interactive media to exchange information between instructors and students (Breen, Lindsay, Jenkins and Smith, 2001). E-learning has experienced increased popularity across the globe because of its many benefits, some of them listed herein after. E-learning is effective and efficient if well implemented. It saves resources such as time and money due to virtual interaction. Students do not have to physically attend their classes yet they get the same information as the ones who attended the classes physically (Aroyo and Dicheva, 2004). Teachers also benefit in the sense that the stressors of managing large crowds of students are lessened. E-learning has accorded students a great deal of flexibility in that they can now access their learning materials from wherever they are (e-service-experts.com, 2014). They are reliably informed and updated on the recent happening in their courses and units. E-learning tools There are many tools that can be used for e-learning purposes in institutions of higher learning. Before delving into them, it is imperative to select the e-learning mode that the institution intends to adapt. In the context of e-learning, there are four different modes that could be adopted; traditional learning, web-facilitated learning, hybrid classroom and online classes (Allen and Seaman, 2008). The modes are classified depending on the amount of content delivered online. The choice of the mode may determine the choice of the e-learning platform and tools. Traditional learning is where teachers and students meet face to face in a physical classroom (Breen et al, 2001). The teacher lectures and students take notes, there may or may not be dictation of notes. Generally, there is no technology used. If at all there is any, then it is not via the internet and may be in the form of the instructor using a projector for easier viewing of content on his or her computer. Web facilitated arrangements are where the content communicated online is less than 30%. This includes the basics, like the timetable and the syllabus. Then there is the hybrid classroom where more than 50% of the content is delivered online. Lastly, the online classes are where there is very little physical interaction between instructors and students and more than 80% of the content is communicated online (Haigh, 2007). Based on these parameters, King Saud University’s e-learning system ranks as a web-facilitated service yet it is supposed to be a hybrid classroom model. The students are getting less than 30% of their content online while they should be getting more than 50% of it. The students can only get 30% of the lecture notes on the Blackboard and no previous exam papers for revision purposes. The Blackboard has been reduced to a notice board. This is in contrast to those institutions in some of the developed countries that have developed their Blackboards adequately. Haigh (2007) captures this essence by declaring that in such institutions, the line between online courses and hybrid classes are blurred because the content provided is synonymous. E-learning in Saudi Arabia E-learning in Saudi Arabia is at the critical take-off stage (e-service-expert.com, 2014). Majority of the institutions have adopted the electronic Learning Management Systems such as Moodle and Blackboard but very few have adequately developed their facilities to encourage their use. According to Quraishi (2012), in terms of technology adoption, Saudi Arabians can be termed as “laggers”. They are waiting for others to implement and see the benefits before implementing themselves. Many initiatives are being taken by the industry’s stakeholders to promote their implementation but, so far, not much has been achieved. The learning institutions were required to make the paradigm shift by 2008, which they did, most of them as a matter of formality and not necessarily to improve the students’ learning experiences (Al-Shehri, 2010). The government is striving to make education accessible to all Saudi students. However, the number of students that these institutions of higher learning can accommodate cannot complement these efforts by the government. The government has no alternative but to promote-learning where the virtual learning environments save on space. Still, the government has been faced with challenges in its promotion of e-learning. Unique challenges to Saudi Students The Saudi students are faced with a lot of unique challenges other than the global challenges of using e-learning systems. These challenges are important contributors towards the low satisfaction levels derived from using e-learning platforms (Chanchary and Islam, 2011). The first challenge is that, for Saudi students, English is not a first language. Al-Shehri points out that having to be proficient in English so as to interact with a tool such as Moodle or Blackboard is disenfranchising. Some students view this as unnecessary because the same content can be delivered in the traditional classes in a language and setting that they are comfortable with. Language is essential for communication (Haigh, 2007). If the language fails then no meaningful communication can take place. Breen et al (2001) established argued that the ease of adoption of such e-learning platforms is heightened in English speaking countries since all they have to do is learn how to navigate and operate the facility and they can use it effectively. For Saudi students, this presents a double hurdle which to some is not worth it. And those who try to use the e-learning platforms are sometimes encountered with difficulties. With each encounter with difficulties their level of satisfaction decreases (Chanchary and Islam, 2011). Past researches in Saudi Arabia indicate that only 12% of the students understand how to use the Blackboard (e-service-experts.com, 2014). Seventy five per cent of the users still require assistance from their instructors and friends to adequately utilize Blackboard. The situation is exacerbated by the fact that only 35% of the students in higher education in Saudi Arabia feel that they are confident and fluent in their English (Quraishi, 2012). The other challenge is that the Saudi culture favours oral communication over written communication (Chanchary and Islam, 2011; Al-Shehri, 2010). While most of the e-learning platforms have a provision for sharing audio and visual content, the low level of adoption and development of the platforms in colleges and universities in Saudi Arabia mean that the majority of the content provided is in the form of text. According to Barron (1999), the text is the best method of transferring information especially in an educational setting. However, some researchers, for example Breen et al (2001), have asserted that students learn best in an informal environment. The debate is ongoing as no side has provided conclusive evidence on their assertions. The debate aside, Saudi students naturally prefer to listen in a face to face situation rather than getting notes and reading them. Given that most e-learning instruments at the present are offering text, it is harder for Saudi students to adopt e-learning (Al-Shehri, 2010). The Saudi students are also increasingly becoming dissatisfied with using e-learning platforms because they lack previous exposure. When such students travel to study abroad in countries where e-learning frameworks have been developed, such students find it hard to cope (e-service-expert.com, 2014). The government is working on improving the Saudi students’ experience and contact with e-learning systems as early as possible. That is why the systems have been introduced at the secondary schools level. The other challenges that are synonymous to those of other parts of the world include high computer literacy levels and over-dependency on physical interaction. The Saudis have a large population made up of the youth who are, to some extent, tech-savvy. Studies have, however, shown that most of these students access the internet over the mobile platform and find it difficult to navigate using the computers (Allen and Seaman, 2008). Also, these students use majority of their internet on social media platforms and not on e-learning platforms (Quraishi, 2012). When it comes to using their computers to access Blackboard and other e-learning tools they become troubled. Importance of E-learning E-learning is important in promoting globalization (Haigh, 2007). Education is becoming globalised; there is no better tool to promote globalization than via the internet. E-learning ensures that information disseminated is accessible wherever a person is on this globe provided they have internet access. Furthermore, e-learning is important in that it has the ability to satisfy the needs of both the instructor and the student (Aroyo and Dicheva, 2004). For the student, flexibility is enhanced, their understanding is also improved. It is argued that it is hard for a teacher to fulfill all the needs of students, but with e-learning tools combining all the aspects of teaching from text, visual, audio and the ability to access the same information as many times as possible enhance the student’s learning experiences. There have been disputes as to whether all these privileges result into enhanced learning on the part of the students (Allen and Seaman, 2008). Most researches have been inconclusive on the same. E-learning platforms also save time on the parts of both the instructors and students (Breen et al, 2001). The contact time is reduced. Students are also availed equal opportunity of accessing content. The students are, further, afforded the opportunity to determine the delivery method that best suits their learning behaviours. The students have the prerogative to decide the mix of traditional content and online content they desire (Haigh, 2007). With this flexibility, the students can choose the method that suits them best and ensures the best performance. As for instructors, e-learning eases congestions in the halls of learning. It also reduces duplication of work in that the lessons used the previous academic year can also be used in the subsequent years. It is not a must to prepare another audio or video content or lecture notes if the concepts of the study have remained the same. It, therefore, saves on time and efforts. Research Methodology Research Philosophy This research is analytical in nature since the objective of the study is to investigate the level of satisfaction among users of the e-learning tool Blackboard and to recommend measures that will address the same (Beck, 2003). A research philosophy refers to the preferred approach applied by the researcher in search of knowledge, establishing the nature of the problem and its context (Bell, 2006). Here, the existence of the problem, knowledge, values and reason are clearly delineated. A research philosophy can be categorised into either a positivist or anti-positivist paradigm. This research will be based on a positivism type of paradigm. It is the school of thought that advocates for reality and objectivity (Bogdan and Tayllor, 1995). The purpose of a research based on positivism is to find causal relationship between variables through deductive reasoning in order to be in a position to estimate probabilities and make predictions. The problem of poor attitudes on the part of students and bad implementation of the framework by administrators in Saudi Arabian institutions is real and demands real answers and the only framework that can ensure this is positivism. Through objectivity, an essential component of positivism, valid answers can be derived from the research. If compared with other research philosophies and paradigms such as realism and interpretivism, positivism clearly offers the flexibility and clarity of procedures on which this type of research can be based (Beck, 2003). For instance, interpretivists argue that for a research to be credible then it must look at the human side of the problem. They therefore place a lot of importance on the values and beliefs that the affected society upholds. These feelings to positivists are not necessary; the researcher’s beliefs have no value to significantly influence the research study. What is important in positivism philosophy is that data collection should be conducted, effects observed, logical deduction be made and objective conclusion and recommendations be made from the same (Bell, 2006). This research, based on the positivism model, presumes that other factors held constant increase in perceptions of effectiveness and efficiencies in the use of the e-learning tool Blackboard leads to increased levels of satisfaction. The research also presumes that the poor attitudinal factors that are compromising the satisfaction levels can change in the short run if the students see the exact full benefits of Blackboard. Finally, the research presumes that its recommendations will be taken into consideration by the government and even implemented in wholesale or in part. Research Approach A research approach is simply the outline of how the research is planned and how the tasks therein are to be carried out (Bryman, 2012). Research approaches are either deductive or inductive. This study employs a deductive approach. The data collected will be interpreted objectively and qualitatively, and then deductive reasoning will be used to draw findings, conclusions and recommendations (Beck, 2003). The strategies to be employed will be mixed. A survey and case study are jointly employed to get an insight into the level of satisfaction of Saudi Arabian students with the use of Blackboard. The research study employs a longitudinal time horizons model. This is because the variables studied transcend one year (Boyatzis, 2011). The study will be conducted at regular intervals, preferably after every 5 or 10 years in order to determine the progress and the need to update the recommendations. The educational sector is fast changing, and so are cultural norms and attitudes. According to Caulley (2007), a longitudinal time horizon is apt for such situations where variables are changing frequently. For instance, in 5 years time the preference of oral communication by Saudi students over written communication may have been reversed and hence the findings and recommendations may need some updating. With a time horizon that spans a long time, it is easy to review the situation and determine the trends. Research Design A research design is a plan specifying the structure and the presentation of the research study (uberman and Miles, 1998). Generally, research designs are classified into either qualitative or quantitative. Quantitative research designs analyse statistical data gathered from by the research instruments to attach meaning to the findings. Qualitative research designs, on the other hand, use theoretical analyses as opposed to statistical (Jones, 2002). This study employs a hybrid of the two; a quasi-quantitative design. The qualitative design is used to attach meaning to information gathered through secondary sources of information during the literature review. Theoretical analyses will also be employed on the opinions and views collected from the respondents. Elements of statistical analysis, though not pure, will also be used to complement theoretical analyses through calculating percentages and graphing (Greene, 2008). A quasi-quantitative design is apt for this study. Data Collection Methods The research population consists of students and instructors in the Saudi educational industry. The research population is the collection of individuals, objects or elements that the study focuses on (Bryman, 2012). The sampling frame will be drawn from this population. The frame is that population that has been selected and the researcher is sure can provide the data or information required (Bell, 2006). The samples will consequently be drawn from the sampling frame. In this case, the sampling frame consists of, strictly, Saudi Arabian students studying at King Saud University who are using Blackboard for e-learning purposes. Sampling Sampling refers to the method used to identify the research samples (Beck, 2003). There are many sampling techniques that could be used, for example, simple random sampling, purposive sampling, snowball sampling and many others. Purposive sampling, which is non-probabilistic, will be employed in drawing the sample. This is because, for relevant information to be gathered, the study has to be selective to net only the Saudi students who are using the Blackboard tool. The sample is selected to provide as much information as possible on the subject. Questionnaires and Interviews Questionnaires and interviews are the intended primary data collection techniques. Questionnaires were preferred because they can conclusively cover all the areas of the study and afford the respondent time to answer the questions effectively (Bogdan and Taylor, 1995). Questionnaires will be developed through Monkey Survey and then administered to students. Interviews would be used where there is time limitation, for instance, in the case of staffs in the IT department or instructors. Interviews was preferred because apart from the fact that it is time saving, it also provides an opportunity for clarification and asking of additional spontaneous questions that may be of importance to the study. Interview and questionnaires will provide primary data while document review will be used to interrogate documented sources to accumulate secondary data through literature review. This would involve consulting books, journal articles, past research papers, newspapers and internet sources. Data Analysis Techniques Data analysis is the process of summarizing, categorizing, identifying latent patterns and themes in a study and linking them so that they make sense (Caulley, 2007). After research most researchers end up with huge chunks of raw data, this data is of no use if the researcher cannot make sense of them (Beck, 2003). This research is based on a data driven industry, the data collected will be huge yet it still needs to be analyzed correctly and effectively. Therefore, this study will employ a combination of induction method, content analysis and pattern making. Under induction, a hypothesis will be formulated. The case studies researched and decisions made in the past will then be used to verify or falsify the hypotheses. They may also be very effective in modifying the hypothesis for further research in the future. Content analysis and pattern making will be used to identify the major themes, the advantages and disadvantages of using Blackboard and the challenges the students at King Saud face when using their version of Blackboard (Bryman, 2012). These methods of data analysis were the most relevant in this study given the nature of the research questions asked, the theoretical framework of the study and lastly their appropriateness to such a quasi-quantitative type of study. Ethical Issues and Considerations Although the research is dealing with a highly contentious issue the research questions do not pose any physical, psychological or emotional damage to the participants. The research questions along with the objectives of the study, the methodology and framework will be filled in an ethical form and submitted to the ethical board for approval before the commencement of the study. As for informed consent of participants, the questionnaires will directly provide that the participants fill it voluntarily (Huberman and Miles, 1998). The secondary data from the various sources such as libraries will be obtained and used with direct consent from the owners of the documents or the person in authority though a written consent note. Interviews will also be conducted with the consent of the interviewees and any information provided will be used only for the purposes of research. A different consent form will be drafted for different participants (Bell, 2006). In order to protect the anonymity of individuals their comments will be made anonymous by generating false names or using numbers instead of real names. The participants may also be asked not to provide their personal details so that the data cannot be traced back to them if the data falls into wrong hands. However, senior government officials may be required to provide their details since they are providing information from an authoritative point where they can be quoted (Jones, 2002). The secondary data used will be cited appropriately so as not to be deemed plagiarized. The data collected will then be destroyed after data analysis. The questionnaires will be scanned and stored in a secure computer system while the physical questionnaire papers will be destroyed so that they do not fall into wrong hands (Bryman, 2012). Outline of the Dissertation Chapter 1: Introduction This research study has six chapters. Chapter 1 is the introductory chapter; it explicates the research title, states the problem that the research seeks to address, gives a background and history of the situation, the scope of the study and the rationale for conducting the study. The research aim, objectives and questions are also listed in this chapter. Chapter 2: Literature Review Chapter 2 is the literature review chapter. This chapter provides a critical review of the literature consulted and that have a bearing on the direction of this study. Issues like the importance, benefits and challenges of e-learning and use of Blackboard are discussed in this chapter. Chapter 3: Research Methodology Chapter 3 is the methodology chapter. The chapter details the research philosophy used. It explains why positivism is preferred to anti-positivism in this research. It also details the research approach, the research design and data collection methods. It details why purposive sampling was preferred to other sampling techniques and why questionnaires, interviews and document reviews were used as the main data collection techniques. Lastly, it provides the ethical issues and considerations pertinent to this research. Chapter 4: Findings Chapter 4 presents the findings of the study. It explicates, in form of percentages, how the questionnaires administered to students were answered. It also provides the views and opinions of the staffs interviewed. Generally, the inferences made show the level of satisfaction of Saudi Arabian students with the use of Blackboard at King Saud University. Chapter 5: Discussion Chapter 5 is the discussions chapter. It discusses the main findings and themes of the research. It also provides a theoretical analysis of the secondary and primary findings and combines them into one voice of the research. Chapter 6: Conclusion and Recommendations Chapter 6 is the last chapter and details the conclusion and the recommendations of the research. References Allen, I., and Seaman, J., 2008. Staying the Course: Online Education in the United States. Needham MA: Sloan Consortium. Al-Shehri, A., 2010. E-learning in Saudi Arabia: ‘To E or not to E, that is the question. Family Community MED,17 (3): pp. 147–150. Aroyo, L., and Dicheva, D., 2004. The New Challenges for E-learning: The Educational Semantic Web. Educational Technology & Society, 7(4), pp. 59–69. Barron, T., 1999. Harnessing online learning. Training and Development, 53(9), pp. 28–33. Beck. C., 2003. Initiation into Qualitative Data analysis. Journal of Education, 42(3), pp.231. Bell, J., 2006. Doing your research project: A guide for first-time researchers in education, health and social sciences (4th ed.). Berkshire: Open University Press. Bogdan, R. and Taylor, S.J., 1995. 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