This research aims to define the students' satisfaction level at Umm Al-Qura University with the e-learning systems (Blackboard & D2L), in addition, it investigates whether there are differences in the evaluation of Umm Al-Qura University students for e-learning systems (Blackboard & D2L) due to the gender variable (Male/ Female).To achieve these goals, a descriptive analysis methodology used in this research, the sample consisted of (513) students, (174) male, and (339) female at Umm Al-Qura University in the the academic year 2019/2020. The sample were asked to complete a 5-point likert scale questionnaire to collect the required data. Validity and reliability of the questionnaire were guaranteed.The results revealed that students are highly satisfied with the both of e-learning systems (Blackboard & D2L). There is no statistically significant difference between the average scores of males and females in the evaluation of the elearning system (Blackboard). There is a statistically significant difference between the
ARTICLE INFO Received Accepted
The current era is witnessing many changes on various levels. The information and communication revolutions are considered one of the important changes which has cast a shadow over how different institutions in society work via the phenomenon of digitization. As some of the most important institutions of society, industrial companies have been responding to this phenomenon of digital transformation to improve products and customer service while achieving a significant profitable return. This response by these institutions to the digital transformation has resulted in the emergence of the so-called fourth industrial revolution. In this context, this chapter reviews the definition of digital transformation as well as its dimensions, benefits, and obstacles. It also comments on the future of digital transformation and its relationship with industry. Ultimately it presents the fourth industrial revolution in terms of its definition, history, criteria, benefits, and the challenges it faces moving into the future.
The purpose of this research is to examine the impact of online learning and blended learning on developing students' self-regulation at Umm Al-Qura University, using gender and specialization variables. The research sample consisted of 376 students at Umm Al-Qura University in the academic year 2021–2022. According to the instructional type, the research sample was divided into the following main branches: Blended learning: 233 students dealt with blended courses, and online learning: 143 students dealt with online courses. A self-regulation questionnaire was developed to collect the required data from the study sample. The validity and reliability of the questionnaire were ensured. The findings of the study revealed that blended learning is more effective in developing students' self-regulation than online learning. Blended learning is more effective in developing male students' self-regulation compared to online learning. The effectiveness of blended and online learning on female students' self-regulation is equal. Blended learning is more effective in developing practical major students' self-regulation compared with online learning. It was observed that the effect of blended and online learning on theoretical major students' self-regulation is equal. The study findings enrich the understanding of the effect of both blended learning and online learning in developing learning outcomes. In addition, these findings may help decision-makers and stakeholders at higher education institutions to provide all available means for embedding blended courses in instructional systems.
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