Benefits of Distance learning in Saudi Arabia - Dissertation Example

? Systems Thinking Approach: Exploration of the Challenges to Successful Implementation of the Distance Learning System in Higher Education Institutions in Saudi Arabia Name: Tutor: Course: Institution: Date: LITERATURE REVIEW Motivations for the establishment of distance learning Distance learning with an Information Communication Technology (ICT) component is an innovation in the field of higher education, but it serves as more than a strategic competitive tool for a higher education institution (HEI) to dominate the education market (Tariq and Omar, 2012). HEIs have adopted distance learning in response to a ‘higher calling’, consistent with the transmission of knowledge to others (Becket and Brookes, 2008). ICT is rapidly 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 rapid changes in lifestyle prevalent in today’s society (Alkhalaf, Nguyen and Drew, 2010). The adoption of e-learning is increasingly becoming important through, motivation to establish distance education facilities differ between developed countries and developing countries (Zakari and Alkhezzi, 2010). 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 cited in Zakari and Alkhezzi, 2010). The most common motivation for countries to adopt distance education is: (1) the government can offer scholarships to overseas universities for outstanding students (2) the need to offer government scholarships to overseas universities for outstanding students; (3) the need to widen access to higher education for the masses; (4) the need to provide continuing formal and informal education; (5) the need to train increasing numbers of students in provincial [i.e. rural and remote] areas that are target zones for socio-economic development within a country; and (6) the need to upgrade primary and secondary school teachers’ qualifications (Zakari and Alkhezzi, 2010). In Saudi Arabia, the number of students choosing higher education is growing faster than the educational system can expand to accommodate them; for instance, there are three hundred colleges that are expected to accommodate more than 400,000 students within the next two years (Ministry of Higher Education , 2013). The Kingdom of Saudi Arabia is one of the fastest growing nations worldwide with regard to e-learning at a rate of 30%; in fact it is anticipated to reach $670 million by 2014 (Ministry of Higher Education , 2013). Individuals may be motivated by different factors in the pursuit of e-learning, including; the perceived ease of use of computer systems, a positive attitude, enjoyment, a generationally-related absence of computer anxiety, and computer self-efficacy in the e-learning process (Alenezi, Abdul Karim and Veloo, 2010). As more people acquire a facility in, and awareness of, online technology, there is a greater motivation for them to benefit from 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 its participating students. Students particularly value the freedom to schedule their offline study sessions at the time most appropriate for them (Quraishi, 2012). They appreciate that flexibility and ease with which they can navigate the intuitive online student portal, which affords them the facility of linkage to live video and online forums as well as all relevant videos and reading material (Quraishi, 2012). In higher educational institutions, distance learning enables students 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 rose 62 per cent between 2003 and 2006); web-based learning will be invaluable in reaching enabling participants of distance learning to gain their degrees (Quraishi, 2012). A special consideration in the socio-cultural benefits of e-learning relates to women who seek 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 while attending to their young children at home (Azaiza, 2011). Higher education in Saudi Arabia Prior to the adoption of ICT in Saudi Arabia, higher education was conducted in a manner consistent with traditional pedagogies and teaching methods, involving classroom attendance, purely face-to-face sessions, library research, and conventional assessment protocols. In 1975, the Ministry of Higher Education (MOHE) 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 teachers’ colleges for primary education for men and 80 for women, 17 for secondary education , 37 colleges and institutes for health, 12 technical colleges, and 24 private universities and colleges (MOHE, 2013). The first university in Saudi Arabia was 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 sponsorship of the State had been created to fulfil the royal mandate to advance the status of higher education in the Kingdom (Algahtani, 2011). (Algahtani, 2011) The role of ICT in education Firstly, Algahtani (2011) explains that e-learning assists in transforming the educational process from one of routine to one of enhanced creativity, interaction, skills development, and customisation 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 (MOHE, 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. Secondly, distance learning systems are aimed at connecting the teacher with students when face-to-face interaction is not possible (Kaveie, 2011). The telecommunication system that supports 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 should 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 speed of connection; this facilitates provision of 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). Thirdly, the distance learning mode involves dividing the study material into learning topics which reflect the institution’s curriculum for that degree; its different from the normal teaching mode since the teacher are not expected to meet physically in classrooms. In a team-centred distance learning model involves online tutor, who engages the teams and individuals through different online channels such as discussion forums, group email, virtual tutorials 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; in fact these sessions are characterised by rich features such as 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 (KSU), which has entered into a partnership with Yale University for this purpose. For example, 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 the world-renowned Yale University. Another example include, research agreements involving Twinning Programs, which were established between King Saud University and top Australian Universities (KSU, 2010). Consistent with the objective of collaboration, Prince Mohammed Bin Fahd University (PMU) in Akhobar is preparing to embark upon e-learning programs and is contemplating the creation of a distance learning and e-learning centre 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 PMU and the Western university (Quraishi, 2012). However, they are likely to face problems associated with incompatibilities of their teaching methods or lack of required capabilities to maintain sustains the program. 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 maximises modern technologies in the area of e-learning and distance education, parallel to and in support of the educational process in higher educational institutions (MOHE, 2013). So far, they have managed to acquire relevant technological infrastructure to support and sustain their endeavour. The Centre was established to pursue the following specific objectives: the development of infrastructure for e-learning; collaboration among higher education institutions, with the aim of increasing their absorptive capacity; cooperation with government and private organisations and separating problems in addressing e-learning challenges; the provision of complete e-learning solutions; the development of quality assurance standards for e-learning; the 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 a learning management system (LMS) with its plug-ins and tools, and Smart Classroom Automation which includes ePodium, Interactiveboard, lecture sharing, eAttendance, video conferencing, and a digital signage system, among others (Nycz and Cohen, 2007). The programs were commenced in 2007 and were already fully implemented by 2010 (Abouzahra, 2011). The outcome was as expected; through there have been challenges experienced due to inconveniences caused by incremental costs, and technical problems in devices used in the program. There is a number of distance and e-learning initiatives implemented by the King Abdulaziz University (KAU) 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 semesters 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 programs online, KAU enables students to avail of the opportunity to enrol and obtain a Bachelor of Science diploma through distance learning (KAU, 2013). Numerous students have enrolled in the program; thus it has become a success; in fact, the university is seeking ways to expand the program to accommodate more students in the future. At 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 traditional lecture method and factor that has negative effects on educational environment (Alzahrani and Woollard, 2012). A number of problems was negatively affecting the quality of teaching at Al-Baha, among which are the steady increase in the number of students without an appropriate increase in the capacity for handling these students; and harsh geographical environment of Al-Baha and resulting effect it had on the discipline of students or the decline in their record of attendance at the university due to negative adverse effect on education environment (Alzahrani & Woollard, 2012). 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 was deficient and needed to be addressed with prior training (Alzahrani and Woollard, 2012). Therefore, the university responded by implementing Wiki, which refers to new technology aimed at improving students’ learning. In 2006, Saudi Ministry of Higher Education 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 2011to 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 specialises in electronic 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 Computing and Informatics, and the College of Health Sciences, and its Its programs was designed to be consistent with the needs of the Saudi labour market such as complying with regulations and reducing dependence on foreign manpower, but it is also mandated to build a knowledge-based economy and to convey KSA’s cultural message worldwide through exchange of knowledge, skills with people in different countries. Distance learning challenges in Saudi Arabia There is a number of challenges facing e-learning supporters in Saudi Arabia, which Alkhalaf, Nguyen and Drew (2010) classified into four dimensions: information quality, system quality, individual impact and organisational 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. With regard to 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 (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, focusing on student s’ interest 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, there are challenges concerning organisational impact, or the impact of e-learning on other 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 comparable with traditional learning and teaching systems as a 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, may tend to drop out before the course is done (Al Harthi, 2005). According to Al Harthi (2005), if the distance education course is designed in a manner that is appropriate for the specific cultures where it is to be implemented, it is likely that there would be a higher level of acceptance and successful completion by the target participants. 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 (Aljabre, 2012). 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 will 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. Other problem that led to this failure were technical problems arising from internet connection between the tutor and the students; some students developed a negative attitude towards the course (Al-Jarf, 2007, cited in Alenezi, et al., 2010). Challenges pertaining to gender comprise a special dimension in assessing distance learning or e-learning effectiveness (Drillon, Gurau, Gautun, and Hardy, 2005). A number of academic studies have been devoted to observing the implications of synchronised distance learning lectures on gender communication, and their differences in relation to traditional learning lectures (Yaghmour, 2012). Women’s participation in significant numbers in higher education programs is relatively recent, dating to the early 20th century (Yaghmour, 2012). Currently, 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 (Prinsen, F. Terwel, J., 2007). The new competencies associated with the enhanced modes of computer mediated communications (CMC) determine that women perform differently from men in terms of collaboration, communication, discussions and expression as indicated in a study conducted in King Saud University (Yaghmour, 2012). The 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 (BA) and Doctor of Medicine (MD). According to Astleitner and Steinberg (2005) all-female respondent sample overwhelmingly support e-learning, and retention rates on the two courses have significantly improved. Also, students changed from being passive learners to engaged learners whose behavioural, intellectual and emotional predisposition towards learning was 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 (Al-Dosari, 2011). 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, due to development of capacity for interactivity in modern-day ICT systems, which has dramatically changed the nature of e-learning (Kaveie, 2011). The ability to reach a wide student base which resides 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. References Abouzahra 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 Astleitner, H. Steinberg, R., 2005, Are There Gender Differences in Web- Based Learning? 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ARECLS, 9, 85-90 Zakari, M, and 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 Read More