E-Learning Employed in Saud Arabia Universities - Research Paper Example

Chapter 5: Discussion and Conclusion. Introduction. In this chapter, there is integration and summarization of the study findings which were evaluated critically. E-learning has been extensively used in the King Saud University, its effectiveness has hardly been determined as the course is offered in English though in minor cases it is offered in Arabic. Effectiveness of e-learning in the school could be determined by identifying technical skills, language used and students’ perception to the e-learning course. For effective achievement of e-learning goals it is necessary for students to have adequate technological skills which are mostly used in e-learning (Al-Shihri, 2010). On the other hand, language employed impacts on whether the message tutors communicate to the students is adequately undertaken. On the other side e-learning effectiveness is impacted by students’ perception on how they view e-learning more so on its importance to the students. The research therefore was conducted to identify how language used in e-learning, knowledge of computer skills and students perceptions impact the effectiveness of e-learning in King Saud University Girls Campus. Research finding summary. E-learning has been employed fully in most Saud Arabia Universities due to increased rate of Universities intake capacity resulting to inadequate learning facilities. E-learning in different Universities has challenges and limitations which impact its effectiveness. Language barrier, inadequate computer skills and students perception to e-learning has been seen as great challenges to its effectiveness (Keller & Suzuki, 2004). E-learning effectiveness was therefore measured in the study whereby the findings were identified in three different categories which included students perception to e-learning, student’s computer skills and language used in e-learning. In the study the research was conducted on 200 students from Kings Saud University Girls Campus though not all students participated fully in all questions. Student's perception to e-learning. In the study, students were asked to identify their understanding of what e-learning is where by large percentage identified e-learning as the course which is offered electronically with minority disagreeing with the statement this indicated that students undertaking e-learning in Kings Saud University have better understanding of e-learning concept. Students also identified the benefits of the e-learning; most of them identified that e-learning is beneficial to them with minority claiming that e-learning is not beneficial to them. Though there were some who were undecided on whether e-learning is beneficial to them. This showed that students are aware of the benefits they derive from e-learning. In comparing e-learning and face to face learning, most students identified e-learning as of great benefits as opposed to face to face learning. Minority disagreed as they viewed face to face as of great benefits as opposed to e-learning. Chyung (2001) argued that students prefer face to face teaching method as they have chances of getting further elaboration from tutors. Some participants were also undecided on which mode of learning has great benefit; either e-learning or face to face learning. It showed that the benefits of e-learning to face to face mode of learning are not well understood by the students and have tackled the course with other motives. In correlating the results it was identified that those who feel that e-learning is of great importance they are also likely to be of the opinion that e-learning is of great advantages compared to face to face learning. The findings also revealed that majority of students use e-learning to help them in their learning, others claimed that they undertake e-learning as a course in the university while minority claimed that they used e-learning as they are distance learning students. Therefore, it was identified that students understand very well what e-learning is and advantages it has over face to face mode of learning. In addition to that it was also shown that students are aware of the course being offered in the university. It was also identified that great challenge to e-learning is technical skills as per the students perception as some of them had no technical skills which made them to find e-learning as a very difficult and tactical mode of learning to them. Language challenges in e-learning. From the research findings, it was found out that English skills impact the sites students’ view of their e-learning. Some students preferred using English websites as they have adequate English skills and knowledge which they used effectively in English websites, others identified that they could translate the English contents to Arabic language to understand it better. It was also found out that English knowledge and skills is adequately used by students in solving technical skills. English skills were also found to be of great importance in enhancing communication between tutors and e-learning students (Piskurich, 2003). It was also identified that there is a need to access English websites for student’s e-learning as most of the students claimed that they require accessing English websites for their effective learning. The research revealed that most of the students had adequate skills to access e-learning comfortably, with minority having inadequate skills. The relationship between the need to access English websites comfortably and students having adequate skills indicated that there exists no relationship between the two variables. This means that some students have adequate English skills hence they don’t need to access English websites for their e-learning which could be anticipated that they prefer using Arabic as the university is in Arabic denominated country Keller & Suzuki, (2004) identified English skills as being very crucial in enhancing effectiveness of e-learning in institutions. Technological skills. The research also investigated on the adequacy of technological skills to students and within the institution. To begin with the students identified that the institution require making adjustments to the e-learning facilities within the institutions. It was identified that the institution needs to improve its facilities and maintain available resources in enhancing their effectiveness for e-learning. It was also identified that students as well as tutors should be trained to gain further understanding on how to undertake e-learning and elaborating to students the need and importance of e-learning. Bates, (2005) identified that e-learning effectiveness has not yet been achieved as students understands the concept of e-learning poor and it implementation in different universities is not in line with the required standards. It was also identified that the university is required to provide computer training to students as some are taking e-learning course; a course which is undertaken electronically hence have inadequate skill limiting its effectiveness. Lastly it was identified that training teachers and instructors in how to use blackboards and Smart boards. It was also revealed that the institution access to internet could not be established whether regulated or not though there are some respondents who claimed that it is regulated with others disagreeing. The majority claimed that they neither agree nor disagree on regulation of internet access within the King Saud University. In accessing the availability of chat rooms and discussion forums, it was discovered that most respondents are not aware of whether the chat rooms and discussion forums are available. Smallest percentage agreed that Chartrooms and discussion forums are available. This indicated that the University is not fully equipped with e-learning facilities as students are not aware of whether the facilities are available which also shows that they are not utilizing the resources adequately if they are available. The research also indicated that availability of e-learning support within the institution is not well identified as students are unaware of its existence within the institution. Most students are not aware of whether there is e-learning support is available within the institution while other respondents agreed that there is e-learning support within the institution this reveals that students are not aware of how e-learning operates within the institution. It was also identified that most respondents have access to e-learning from outside the institutions showing that technological effectiveness of e-learning is a bit enhanced within the institution (Salmon & Page, 2000). The findings revealed that most students have adequate computer skills as opposed to minority who have no computer skills. The study indicated that most students use discussion forums to communicate to students with minority using discussion forums to communicate to teachers Rakes, (2008) claimed that e-learning environment might be adequate whereas students may fail to utilize it effectively, which affect the way e-learning course if offered within the institutions.. Therefore technological skills are very crucial in enhancing the e-learning within institutions. Summary of limitations. The research was limited by the research sample as the research was only conducted on students who were undertaking e-learning courses in education faculty. Other faculties were not considered which could have impacted the results. The research was also done on female students hence gender differences should have impacted the results. Students viewed the research as being of no importance to them no matter how much they were explained. This made the researcher to take much time inviting the students to participate in the research. Some were to be reminded several times as the conception they had; had impacted their willingness to participate in the research. Value of the research. Researches regarding to e-learning in Saudi Arabia are of great importance as it will enhance effectiveness of e-learning in different institutions (Al- Shehri, 2010). In the research it has been identified that e-learning though fully implemented in institutions much requires being done to enhance its effectiveness. The findings implied that technological skills and facilities are not adequate in learning institutions this impacts how learners understand and make use of available resource within the institutions. In addition to that the research has also shown that language used affects a lot on how e-learning practiced and effected. Lastly the research has implied that different students have different perceptions in regard to e-learning hence learning institutions through this research will have identified their weaknesses hence changing and improving the way it offers e-learning within the institutions. It has also been identified that some institutions are implementing e-learning inadequately and without offering the right facilities and resources to the students. Therefore the research is of great value in the area of study as it could be used in improving e-learning; as institution will be aware of how students perceive e-learning and identify the language which is adequate for effective e-learning. In addition to that the institution will identify the required technological skills which are deficiency to students or tutors thus finding the appropriate way of solving such an issue. Future research. Few researches have been done in regard to e-learning especially in Saudi Arabia on what impacts e-learning effectiveness in higher learning institutions. The study has identified different aspects which impact e-learning. Much should be done to identify how language skills, technological skills and students’ perception impact e-learning. In the findings most students were identified to be undecided on whether there is e-learning support and availability of discussion forums and chartrooms within the institution hence they are undertaking e-learning courses. Much should also be done to identify how e-learning is implemented in different institutions as it is currently very paramount in Saudi Arabia, therefore institutions are implementing it where as some have inadequate facilities. It is necessary for the research concerning effective implementation of e-learning as it will improve the quality of e-learning in learning institutions. In future the research on factors impacting e-learning in different institutions should be analyzed for the institutions to be aware of all factors which could hinder the achievement of e-learning goals within the institutions. On top of that gender variation and perception on E-learning should be done to identify how gender impacts e-learning preference in different institutions. Lastly research on benefits associated with e-learning should also be conducted in future as some institutions might be offering the e-learning course without elaborating its benefits to students therefore making it difficult for it to offer e-learning adequately to students. Conclusion. The study was conducted with an aim of identifying e-learning effectiveness in learning institutions especially in King Saud University in regard to how student’s perception, language used and technological skills impact the effectiveness of e-learning. The research revealed that English language skills in Arabic denominated country impact e-learning as it affects how students communicate effectively to their tutors. It also determines the websites students use for their e-learning as well as affecting students understanding of the website contents. To add on that it has been revealed that technological skills are very crucial in e-learning and it impacts on how students understand and undertake e-learning courses. The research has also indicated that different students have different perception in regard to e-learning which affect the way e-learning is enhanced within the institution. Therefore it has been concluded that language skills, students’ perception to e-learning and technological skills affect the e-learning effectiveness within higher learning institution. References. Al- Shehri, M. (Dec 2010) E-learning in Saudi Arabia: 'To E or not to E, that is the question. Medical education Journal; 17(3):147-150. Bates, A. (2005). Technology, e-Learning and Distance Education. London: Routledge. Chyung, Y. (2001). Conducting learner analysis to adjust online instruction for your faceless learners: In Proceedings of the 17th Annual Conference on instance Teaching & Learning, (pp. 85-90) Keller, M. & Suzuki, K. (2004). Learner motivation and e-Learning design: A multinational validated process. Journal of Educational Media, 29(3), 229-239. Piskurich M. (2003). Preparing Learners for e-Learning: San Francisco: Wiley and Sons. Rakes, G. (2008). Open book testing in online learning environments. Journal of Interactive Online Learning, 7 (1), 1-9. Salmon, G & Page, K. (2000). E-moderating: The Key to Teaching and Learning Online. London: Kogan Page. Read More