Motivations to the Establishment of Distance Learning in Saudi Arabia - Dissertation Example

?Literature review on distance learning system in Saudi Arabia Motivations to the establishment of distance learning Distance learning with an ICT component is an innovation in the field of higher education, but it serves more than a strategic competitive tool for the HEI to dominate the education market (Tariq, & Omar, 2012). HEIs have adopted distance learning in response to a higher and decent calling, consistent with the ability of transmission knowledge to others. The most important motivation for HEIs to design and implement their own e-learning programs is because this is the wave of the future. ICT is quickly and permanently changing the way people live, work, learn and communicate (Al-Shehri, 2010), and the adoption of e-learning is a necessary evolution of education in keeping up with the evolution of society’s lifestyle. Those who do not make the change will eventually turn obsolete. Adoption of e-learning goes beyond the into nations’ development agenda. According to Zakari and Alkhezzi (2010), the motivation to establish distance education facilities differs between developed countries and developing countries. For developed countries, the motivation for establishing distance learning programs is to widen access for non-traditional learners, and to develop a strong knowledge economy (Zahang, 2005 in Zakari & Alkhezzi, 2010). On the other hand, the developing countries pursued to establish distance education programs aimed at providing the basic and literacy education to large numbers of poor people (Malik, et al., 2005, in Zakari & Alkhezzi, 2010). The most common motivation for countries to adopt distance education are: ‘’(1) the need to widen access to higher education for the masses; (2) the need to provide continuing formal and informal education; (3) the need to train increasing numbers of students in provincial [i.e. rural, remote] areas that are target zones for socio-economic development within a country; and (4) the need to upgrade primary and secondary school teachers’ qualification’’ (Zakari & Alkhezzi, p. 275). Motivations in adopting nationwide e-learning programs are policy-targeted and social-development centred. In Saudi Arabia, the number of students deciding for higher education is growing faster than the educational system can expand to accommodate them through. E-learning makes it possible to degree courses to be extended to these students, at only a fraction of the cost to either students or institutions (Al-Shehri, 2010). The Kingdom of Saudi Arabia is one of the fastest growing nations worldwide with regard to e-learning (Alkhalaf, Nguyen & Drew, 2010). Individuals are motivated by different factors in the pursuit of e-learning include: (1) perceived ease of use of the computer system, (2) positive attitude, (3) enjoyment, (4) absence of computer anxiety, and (5) computer self-efficacy in the e-learning process (Alenezi, Abdul Karim & Veloo, 2010). As more people acquire facility and awareness in online technology, there is a greater motivation for them to benefit of e-learning programs because of the conveniences afforded in terms of flexibility, mobility and ease of securing information (Al-Fahad, 2009). Their greatest motivation, however, comes in having better prospects of landing a job and building a career than if they had not acquired a degree (Al-Fahad, 2010; Jumani, et al., 2010). Benefits of distance learning There are numerous benefits brought by distance learning to both the higher educational institution and the participating students. Students particularly appreciate the freedom to schedule their offline study sessions at the time most appropriate for them. They appreciate that flexible and ease with which they can navigate the intuitive online student portal, which affords them facility of linkage to live video and online forums as well as all relevant videos and reading material (Quraishi, 2012). On the other hand, the advantages to higher educational institutions is that distance learning will enable these universities to carry a larger enrolment base without having to allocate for additional classrooms and physical facilities, which are expensive and in many case time consuming to set up. With the fast growth of the Saudi population seeking higher education (university admission throughout the Saudi HEI system has risen 62% in three years, between 2003 to 2006), web-based learning will be invaluable in reaching enabling distance learning participants to gain their degrees (Quraishi, 2012). A special consideration in the socio-cultural benefits of e-learning to women seeking higher educational qualifications, but are constrained by the conventions of society (Azaiza, 2011). In Saudi and other Arab-Islamic countries, women are not allowed to travel alone and this hampers their mobility. By attending live sessions online and doing research from web databases, the need for transportation is reduced and women may no longer be denied an education because of lack of mobility (Quraishi, 2012). Online instruction also benefits housewives and mothers who are not able to attend traditional classes but want to continue their studies, because they enable these women to enrol in degree courses and pursue their degrees simultaneous with attending to their young children at home (Azaiza, 2011). Higher education in Saudi Arabia Prior to adoption of ICT in Saudi Arabia, higher education was conducted pursuant to the traditional pedagogies and teaching methods, involving classroom attendance, purely face-to-face sessions, library researches, and conventional assessment protocols. In 1975, the Ministry of Higher Education was separated from the Ministry of Education and became a separate entity in charge of dealing exclusively with higher (post-secondary) education. In the four decades since then, the higher educational system has grown and diversified into 21 government universities, 18 primary teacher’s colleges for men and 80 for women, 37 colleges and institutes for health, 12 technical colleges, and 24 private universities and colleges (MOHE, 2013). The first university in Saudi Arabia is the King Saud University in Riyadh, which predates the establishment of the Ministry of Higher Education by 18 years. A succession of seven other institutions of higher learning were founded until 1998; by 2009, a total of 23 public universities established under the auspices of the state had been created to fulfil the royal mandate to advance the status of higher education in the kingdom (Algahtani, 2011). The role of ICT in education E-learning assists in transforming the educational process from one of routine to one of enhanced creativity, interaction, skills development, and customization to some extent, since the e-learner is able to access learning materials and choose the time and place for learning. The limits of traditional classroom instruction are therefore rendered unimportant, and the learning experience takes place in a rich environment which is enabled by multiple sources and modes of information (Ministry of Higher Education, 2013). Kaveie (2011) explains that ICT elements used in a variety of distance learning tools and supplies generally fall into four categories, namely audio tools (two-way interactive telephone, video conference, shortwave radio, audio tape and radio), image tools (slides, films, video tapes, video conferences), data (including applications for distance education, such as training to computer management, computer assisted instruction, through PCs, and including e-mail, telegraph, computer conference, and world wide web), and printed media. Distance learning systems are aimed at connecting the teacher with students when face-to-face interaction is not possible (Kaveie, 2011, p.51). The telecommunication system supporting the distance learning is an important determinant of the type of lesson or quality of interaction between student and teacher. The proper system components should not only be appropriate at the central university, but it should also be supported at the student’s end in the remote place, in order for e-learning to take place properly. The main ICT development that impacts most on the quality of distance learning is interactive capacity; this provides the needed feedback between learner and teacher, as well as the chance to exchange ideas and dialogue, clarify messages, and evaluate each other (Al-Dosari, 2011). The distance learning mode involves dividing the study material into learning topics which reflect the institution’s curriculum for that degree. In a team-centred distance learning model, the online tutor engages the teams and individuals through different online channels such as discussion forms, group email, virtual tutorial or chat rooms, and confidential email (Robert Gordon University, 2013/14’). In most e-learning programmes in Saudi universities, students attend live sessions with instructors. Its sessions are characterized by rich features (i.e., live video and audio streaming), online presentations and group discussions. Another practice, known as ‘twinning,’ requires partnering with universities abroad to enable students of certain programs to earn two degrees simultaneously. Twinning is employed by such institutions as the King Saud University, which has entered into a partnership with Yale University for this purpose. The KSU News Portal (2010) reported the participation of five students from King Saud University to study infectious diseases under the auspices of the International Training Center for Global Infections Disease Research of world-renowned Yale University. Consistent with the objective of collaboration, Prince Mohammed Bin Fahd University (PMU) in Akhobar is preparing to embark in e-learning programs and is contemplating the creation of a distance learning and e-learning center in its campus. The PMU is also exploring the possibility of ‘twinning’ which involves entering into a partnership with a Western university; the result of this is that the students who participate and satisfactorily complete the program will get a dual degree, jointly from the PMY and the Western university (Quraishi, 2012). National Centre for E-Learning and Distance Learning In order to support HEI initiatives towards expanded distance learning, Saudi Arabia has launched a nationwide initiative to explore the various prospective uses of technology for e-learning or distance learning, directed by the National Centre for e-Learning and Distance Learning (Al-Harbi, 2011). The Centre’s vision for the future is the establishment of an integrated educational system that maximizes modern technologies in the area of e-learning and distance education, parallel to and in support of the educational process in higher educational institutions (Ministry of Higher Education, 2013). The Centre itself was established to pursue the following specific objectives – the development of infrastructure for e-learning; collaboration among higher education institutions, and increasing their absorptive capacity; cooperate with government and private organizations and separating problems in addressing e-learning challenges; the provision of complete e-learning solutions; development of quality assurance standards for e-learning; development of rules and regulations for e-learning; and establishment of awareness of the existence and availability of e-learning programs (National Centre for e-Learning and Distance Learning, 2013). According to the Centre’s mission of engaging HEIs to develop e-learning programs, King Saud University in Riyadh has adopted online-centric programs, in support of which it employs technologies including BlackBoard as learning management system (LMS) with its plug-in and tools, and Smart Classroom Automation which includes ePodium, Interactiveboard, lecture sharing, eAttendance, video conferencing, and digital signage system, among others (Quraishi, 2012). The programs were commenced in 2007 and were already in full implementation by 2010 (Abouzahra, 2011). There are a number of distance and e-learning initiatives implemented by the King Abdulaziz University since 2006. A particular project in KAU is the use of blended learning which includes programs that combine face-to-face and online teaching components and creates a learning environment that explores multiple teaching methods and pedagogies. Distance learning programs are designed for four school years each comprised of two regular and one summer semester. The College of Arts and Humanities in KAU offers distance learning programs in three departments (Arabic Language, English Language, and Psychology), while the Faculty of Economics and Management has distance learning programs in two departments (business and public administration). By offering these program online, KAU enables students to avail of the opportunity to enrol and obtain a Bachelor of Science diploma through distance learning (King Abdulaziz University, 2013). In Al-Baha University, one of the emergent universities in Saudi Arabia, a pilot study was conducted which sought to determine the impact of introducing e-learning in the university, which at the time of writing was implementing the traditional lecture method. A number of problems were then negatively affecting the quality of teaching at Al-Baha, among which are the steady increase in the number of students without appropriate increase in the capacity for handling these students; and the geographical environment of Al-Baha and the resulting effect it had on the discipline of students or the decline in their record of attendance at the university. The tentative introduction of e-learning in Al-Baha was expected to help address these problems, and the results showed promise of these, but in the end the pilot study indicated that while the reception of e-learning showed some positive effects, a significant number of students did not understand the full concepts behind e-learning, and their ability to access the internet and operate the computer were deficient and needed to be addressed with prior training (Alzahrani & Woollard, 2012). The Saudi Ministry of Higher Education first called for establishment of e-learning programs in Saudi Arabia, and initiated the use of information and communication technology (ICT) in the various Saudi Arabian universities (Alenezi, et al., 2010). As a result of this initiative, a royal decree was issued by King Abdullah Bin Abdulaziz in October 2011 to launch a new government educational institution, the Saudi Electronic University (SEU), as the first electronic educational institution in the country. As Saudi Arabia’s only university that specializes in distance education, the SEU offers both graduate and undergraduate degree programs and life-long education. It is comprised of the College of Administration and Finance Sciences, the College of Computer and Informatics, and the College of Health Sciences. Its programs shall be designed to be consistent with the needs of the Saudi labor market, but it is also mandated to build a knowledge-based economy and to convey KSA’s cultural message worldwide. It also aims to cooperate with international partners and institutions, to gather a diversity of educational content from all parts of the world and to convert it into a form that is most appropriate for Saudi society (SAU, 2012). Distance learning challenges in Saudi Arabia There are a number of challenges facing e-learning supporters in Saudi Arabia, which Alkhalaf, Nguyen & Drew (2010) classified into four dimensions: information quality, system quality, individual impact and organizational impact. Information quality is concerned with comprehensiveness of the material, its customisability to focus on the most relevant aspects, the accuracy and understand ability of the content, its style and presentation, how current the material is, and the degree of cultural sensitivity to the distinctions of the social segment in which it is disseminated. Concerning the technical quality of the system’s performance, the challenge to e-learning program administrators is to ensure a high level of accessibility, reliability, a high degree of user friendliness and ease of use, 24-hour availability of technical and learning support for online assistance when needed, and the degree to which class interaction is facilitated by communication links among students for intellectual discussions (Alkhalaf, et al., 2010). Challenges are also posed by the likely outcome of the e-learning programs with regard to the impact on the individual students. This assessment should be couched in relative terms in as much as it concerns the students’ perception of how the e-learning program differs from their expectations from a typical teaching-learning environment. Impacts under this category may be described in terms of relative convenience, customisation of learning pace, interest of the student fostered in the subject (as compared to traditional learning), the depth of learning produced, students’ satisfaction, students’ performance, and encouragement towards future learning and course completion (Alkhalaf, et al., 2010). Lastly are the challenges concerning organizational impact, or the impact on academic institutions. This dimension is also assessed in relative terms for the same reason as are the foregoing impacts on individuals. Each of these challenges is evaluated in comparison with the traditional learning and teaching systems as the baseline. They include costs (inclusive of initial setup and overall cost savings over time), enrolment (referring to increase in number of enrolees as well as expansion to a wider range of locations), quality (in terms of a wider range of services and the ability to produce better trained graduates), implications on human resources management (HRM, in terms of the comparative amount and stress on the academic staff), and strategic competitiveness against other institutions (Alkhalaf, et al., 2010). Depending on the area where distance learning is used and the people who are using it, people can be reluctant to enrol and, even when enrolled, would tend to drop out before the course is done. However, if the distance education course is designed in a manner that is appropriate for specific cultures where it is to be implemented, there would most likely be a higher level of acceptance and successful completion by the target participants. There would be a lower chance of ambiguity, and more opportunity for students and professors to share meaning and understanding (Al Harthi, 2005; Aljabre, 2012). Socio-economic factors are strong determinants of the eventual success or failure of the distance learning program. Generally speaking, financially well-off individuals are those who have regular access to computers, while poorer people do not have computers or internet access. Therefore, distance learning culturally separates these financially differentiated groups, and tends to widen the gap between rich and poor (Aljabre, 2012). Language is another determinant of success; compatibility of the language used in the distance learning course with the language the participants are accustomed to using increases the chances that the students shall not give up early in the course, but proceed throughout the duration of the course. In one case, an English course put online resulted in a total failure, and was assessed to be ineffective and unsuccessful due to a difficulty in comprehension (Al-Jarf, 2007 in Alenezi, et al., 2010). Challenges pertaining to gender comprise a special dimension in assessing distance learning or e-learning effectiveness. A number of academic studies have been devoted to observing the implications of synchronized distance learning lectures on gender communication, and their differences in relation to traditional learning lectures. Women’s participation in significant numbers in higher education programs is relatively recent, dating to the early 20th century (Yaghmour, 2012). The numbers have significantly expanded to the present, in no small part due to the new communications technology that provide rich educational options, multiple media, learning management systems and virtual classrooms (Yaghmour, 2012). The new competencies associated with the enhanced modes of computer mediated communications (CMC) determined that women performed differently than men in the following aspects: Collaboration – women were found to more frequently engage in collaboration activities by communicating and learning, using distance learning deliveries (Li, 2005, Astleitner, 2005, and Prinsen, 2007, in Yaghmour, 2012). Challenging others – In the course of distance learning, women had a greater tendency to challenge others (Li 2005, in Yaghmour, 2012), although they were less disposed to argue with females than with males (Jeong, 2003, in Yaghmour, 2012). During disagreements, men and women tended more towards argumentation, but women tended to drop out of the conversation whereas men continued arguing until they established control and status (Prinsen, 2007, in Montieth, 2002, in Yaghmour, 2012). Frequencies of messages, enjoyment and confidence – Males were more frequently online and stayed longer than women; the study determined that women were less comfortable with technology and were less interested, less confidents and less comfortable when using ICT and multimedia (Yaghmour, 2012). Communication ethics – Not surprisingly, men used more abusive language than women, and that women apologize more than males; however, as a whole men were characterized as polite and well-mannered in their messaging (Yaghmour, 2012). Discussion and expression – Some studies have shown that women contribute to online discussion more than men, but in other aspects males and females give expression, opinions, suggestions and explanations (Astleitner, 2005 in Yaghmour, 2012). A survey was conducted among a group of 186 undergraduate female students concerning their attitudes and perception on the use of e-learning technology in King Saud University. Specifically, the study targeted determination of student retention in the e-learning programs leading to the degrees of Bachelor of Arts (B.A.) and Doctor of Medicine (M.D.). Results proved that the all-female respondent sample overwhelmingly support e-learning, and retention rates or the two courses have significantly improved. Also, students changed from being passive learners to engaged learners whose behavioural, intellectual and emotional predisposition towards learning were vastly transformed. They cite the flexibility of access to learning resources, and the fact that they could work independently of the library or lab PCs at the time and place of their choosing (Al-Fahad, 2009). It may have been that at one time, distance learning would have been considered disadvantageous because correspondence education was impersonal, essentially disconnected teacher and student, and disabled the feedback dynamics between them that is the core of the learning experience. Presently, however, it appears that the use of ICT in distance learning has become more effective than even the traditional face-to-face classroom method. The development of capacity for interactivity in modern-day ICT systems has dramatically changed the nature of e-learning. Ability to reach a wide student base who reside in remote locations, the merging of audio, video and print communications, the time and space flexibility, and the enhancement of intensely personal interaction are ICT elements that have transformed electronic distance education into a more viable tool for socio-economic reform and development. Synthesis and Research Gap Saudi Arabia has embarked on a strong initiative to pursue distance learning in a systematic and coordinated manner, through the creation of the National Centre for e-Learning and Distance Learning. The motivation of the state-sponsored program is to advance social development, modernize educational policy, and expand the capacity for economic improvement among its people. Higher educational institutions obtain the benefits of reduced cost and improved efficiency in producing greater numbers of quality graduates, and individual learners more effectively advantage of quality education with greater time and location flexibility. A number of challenges are addressed by the various distance learning programs of Saudi’s higher educational institutions, however the foregoing survey of existing literature revealed the lack of a concise and comprehensive assessment of the Saudi Universities which are individually described in their respective websites. An update of the challenges to distance learning and the measures adopted by the different HEIs is warranted at this point, a gap in the research which this dissertations aims to cover. Preliminary Bibliography Abarashi, M 2011, 'Improving education through distance education and online learning', Nature & Science, 9, 8, pp. 55-58, Academic Search Complete, EBSCOhost, viewed 2 June 2013. Abouzahra, M M 2011 ‘Building the E-learning System in King Saud University, A System Perspective.’ Proceedings of the World Congress on Engineering and Computer Science, Oct. 19-21, San Francisco, USA. Al Saif, AA 2012, 'A Diagnostic Study of The Difficulties of Using Web Based Instruction (WBI) At College Level', Journal Of Educational Technology, 9, 1, p. 44, Publisher Provided Full Text Searching File, EBSCOhost, viewed 2 June 2013. Al-Dosari, H 2011 ‘Faculty Members and Students Perception of E-Learning in the English Department: A Project Evaluation.’ Journal of Social Sciences. 7(3): 391-407 Alenezi, A, Abdul Karim, A, & Veloo, A 2010, 'An Empirical Investigation into the Role of Enjoyment, Computer Anxiety, Computer Self-Efficacy and Internet Experience in Influencing the Students' Intention to Use E-Learning: A Case Study from Saudi Arabian Governmental Universities', Turkish Online Journal Of Educational Technology - TOJET, 9, 4, pp. 22-34, ERIC, EBSCOhost, viewed 2 June 2013. Al-Fahad, FN 2008, 'Student Perspectives About Using Mobile Devices in their Studies in the King Saud University, Kingdom of Saudi Arabia', Malaysian Journal Of Distance Education, 10, 1, p. 91, Publisher Provided Full Text Searching File, EBSCOhost, viewed 2 June 2013. Al-Fahad, FN 2009, 'Students' Attitudes and Perceptions towards the Effectiveness of Mobile Learning in King Saud University, Saudi Arabia', Online Submission, ERIC, EBSCOhost, viewed 2 June 2013. Al-Fahad, FN 2010, 'The Learners' Satisfaction Toward Online E-Learning Implemented In The College Of Applied Studies And Community Service, King Saud University, Saudi Arabia: Can E-Learning Replace the Conventional System of Education?', Turkish Online Journal Of Distance Education (TOJDE), 11, 2, p. 61, Supplemental Index, EBSCOhost, viewed 2 June 2013. Al-Fahhad, J, & Alfadly, A 2012, 'An Empirical Investigation Of Whether Business Graduates From An Open Learning System Can Meet The Demand Of The Private Sector For Qualified Manpower', Interdisciplinary Journal Of Contemporary Research In Business, 4, 6, pp. 592-609, Business Source Complete, EBSCOhost, viewed 2 June 2013. Algahtani, AF 2011 Evaluating the Effectiveness of the E-learning Experience in Some Universities in Saudi Arabia from Male Students’ Perceptions. Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/3215/ Al-Harbi, K A 2011 ‘e-Learning in the Saudi tertiary education: Potential and challenges.’ Applied Computing and Informatics. 9, 31-46 Al-Harthi, A S 2005 ‘Distance higher education experiences of Arab Gulf students in the United States: A cultural perspective.’ The International Review of Open and Distance Learning.6(3). Available at http://www.irrodl.org/index.php/irrodl/article/view/263/406 Aljabre, A 2012, 'An Exploration of Distance Learning in Saudi Arabian Universities: Current Practices and Future Possibilities', International Journal Of Business, Humanities & Technology, 2, 2, pp. 132-137, Academic Search Complete, EBSCOhost, viewed 2 June 2013. Al-Jarf, R 2005, 'Connecting Students across Universities in Saudi Arabia', Online Submission, ERIC, EBSCOhost, viewed 2 June 2013. Al-Jarf, R 2005, 'Using Three Online Course Management Systems in EFL Instruction', Online Submission, ERIC, EBSCOhost, viewed 2 June 2013. Alkhalaf, S; Nguyen, A; & Drew, S 2010 ‘Assessing eLearning Systems in the Kingdom of Saudi Arabia’s Higher Education Sector: An Exploratory Analysis.’ International Conference on Intelligent Network and Computing (ICINC 2010). Available at: http://academia.edu/1309269/Assessing_eLearning_Systems_in_the_Kingdom_of_Saudi_Arabias_Higher_Education_Sector Al-Shehri, AM 2010 “E-learning in Saudi Arabia: ‘To E or not to E, that is the question.’” Journal of Family and Community Medicine. 17(3), 147-150 Alsisi, A 2010 ‘The Need for a Virtual University in the Kingdom of Saudi Arabia.’ In Z. Abas et al. (eds.), Proceedings of Global Learn 2010 (pp. 661-670), Penang, Malaysia, May 17, 2010. AACE Alwadie, AD 2011, 'An Assessment of the Readiness of King Fahad Medical City, Saudi Arabia, in Adopting Effective Online Staff Development Programs', Proquest LLC, ERIC, EBSCOhost, viewed 2 June 2013. Alwadie, AD 2013, 'Online Continuing Medical Education in Saudi Arabia', Performance Improvement, 52, 1, pp. 24-28, Business Source Complete, EBSCOhost, viewed 2 June 2013. Alzahrani, I, & Woollard, J 2012, 'The Potential of Wiki Technology as an E-Learning Tool in Science and Education; Perspectives of Undergraduate Students in Al-Baha University, Saudi Arabia', Online Submission, ERIC, EBSCOhost, viewed 2 June 2013. Azaiza, K 2011, 'Women's Empowerment and Distance Education', Distance Learning, 8, 3, p. 1, Publisher Provided Full Text Searching File, EBSCOhost, viewed 2 June 2013. Baram-Tsabari, A, & Kaadni, A 2009, 'Gender Dependency and Cultural Independency of Science Interest in an Open and Distant Science Learning Environment', International Review Of Research In Open And Distance Learning, 10, 2, ERIC, EBSCOhost, viewed 2 June 2013. Boubsil, O, Carabajal, K, & Vidal, M 2011, 'Implications of Globalization for Distance Education in the United States: As published in "Distances et Savoirs" (D & S-7/2009. A la croisee des recherches, pages 699 to 712)', American Journal Of Distance Education, 25, 1, pp. 5-20, ERIC, EBSCOhost, viewed 2 June 2013. Bozorgmanesh, M 2011, 'Online Classes and Traditional Classes in adult education', Nature & Science, 9, 8, pp. 81-84, Academic Search Complete, EBSCOhost, viewed 2 June 2013. 'Faculty Members and Students Perceptions of E-Learning in the English Department: A Project Evaluation' 2011, Journal Of Social Sciences (15493652), 7, 3, pp. 391-407, Academic Search Complete, EBSCOhost, viewed 2 June 2013. 'Faculty Perceptions About Attributes and Barriers Impacting the Diffusion of Online Education in Two Saudi Universities' 2011, OAIster, EBSCOhost, viewed 2 June 2013. Fahad N., A 2012, 'Effectiveness of Using Information Technology in Higher Education in Saudi Arabia', Procedia - Social And Behavioral Sciences, 46, 4th World Conference On Educational Sciences (WCES-2012) 02-05 February 2012 Barcelona, Spain, pp. 1268-1278, ScienceDirect, EBSCOhost, viewed 2 June 2013. Iqbal, S, Iqbal, M, & Gursul, F 2012, 'E-learning in Higher Education Institutions Comparing Students Satisfaction at Virtual University of Pakistan and King Khalid University, Kingdom of Saudi Arabia', Proceedings Of The International Future-Learning Conference On Innovations In Learning For The Future: E-Learning, p. 509, Publisher Provided Full Text Searching File, EBSCOhost, viewed 2 June 2013. Jumani, N, Akhlaq, M, Malik, S, Chishti, S, & Butt, T 2010, 'A Comparison on the Professional Competencies of Mathematics Teachers Trained Through Conventional and Distance System of Education in Pakistan', International Journal Of Academic Research, 2, 5, pp. 365-378, Academic Search Complete, EBSCOhost, viewed 2 June 2013. Kaveie, Z 2011, 'Application of ICT in distance education', Nature & Science, 9, 8, pp. 50-54, Academic Search Complete, EBSCOhost, viewed 2 June 2013. KAU Deanship of e-Learning and Distance Education. 2013 Distance Learning Programs – For Bachelor Degrees. King Abdulaziz University. Available at: http://elearning.kau.edu.sa/Pages-Bachelor-deg.aspx KSU News Portal 2010 ‘KSU Twinning Program Begins Cooperation with Yale.’ KSU News Portal. 29 Nov. 2010. King Saud University. Available at: http://enews.ksu.edu.sa/2010/11/29/king-saud-university-yale/ Ministry of Higher Education 2013a ‘E-Learning and Distance Education.’ International Exhibition & Conference on Higher Education. Available at: http://www.icde.org/filestore/Resources/Handbooks/e-LearningAndDistanceEducation.pdf Ministry of Higher Education 2013b ‘Saudi Arabia – Kingdom of Humanity,’ Ministry of Higher Education. Available at: http://www.mohe.gov.sa/en/studyinside/aboutKSA/Pages/default.aspx National Centre for e-Learning and Distance Learning, 2013. Available at: http://portal.elc.edu.sa/portal/?q=en Quraishi, A J May 10, 2012 ‘More Saudi universities boarding e-learning bandwagon.’ Arab News. Available at http://www.arabnews.com/more-saudi-universities-boarding-e-learning-bandwagon Saudi Electronic University 2012 ‘Definition of the university and its foundation.’ Saudi Electronic University. Available at: http://seu.edu.sa/pages/view/23/ Tariq, E, & Omar, B 2012, 'The Emergent Effects of a Wired World to an Educational Paradigm Shift in Saudi Arabia: A Case Study', Procedia - Social And Behavioral Sciences, 47, Cyprus International Conference on Educational Research (CY-ICER-2012) North Cyprus, US 08-10 February, 2012, pp. 1534-1538, ScienceDirect, EBSCOhost, viewed 2 June 2013. 'Tata Interactive Systems' Engaging e-learning Solutions at the Third International Conference for E-Learning and Distance Education', 2013, PR Newswire Europe, 1 February, NewsBank, EBSCOhost, viewed 2 June 2013. 'The role of academic libraries in supporting distance learning in Saudi higher education: a case study approach' 2010, OAIster, EBSCOhost, viewed 2 June 2013. Yaghmour, S 2012 ‘Gender Communication Differences in Synchronized Distance Learning Lectures for Users Aged 18-60: A Systematic Literature Review. ARECLS, 9, 85-90 Zakari, M, & Alkhezzi, F 2010, 'The Role of the Arab Open University, as a Distance Education Institution, in Social Communication and Development in the Arab Region', Education, 131, 2, pp. 273-287, Academic Search Complete, EBSCOhost, viewed 2 June 2013. Read More