Online Learner Satisfaction and Collaborative Learning

Abstract

Despite the considerable potential for e-learning to improve learning outcomes, particularly for female students and students who need to rely on distance learning, feedback from current users of e-learning systems in the Kingdom of Saudi Arabia (KSA) suggests a relatively low level of satisfaction. This study adopts a mixed-methods approach in investigating the underlying reasons for this situation. Results indicate that students are not unhappy with the information technology infrastructure or with other technical aspects. However, many students report a low level of interaction between them and their fellow students. When interactions do occur, students indicate overwhelmingly that they find such interactions useful. Together, these findings suggest that greater student interaction, which could be fostered through the use of collaborative learning, is likely to be both popular with students and beneficial to their learning outcomes.

Student satisfaction with e-learning using blackboard LMS during the Covid-19 circumstances: realities, expectations, and future prospects

“…After the emergence of the Coronavirus, the learning process at Saudi universities shifted directly to e-learning using different educational platforms. The Blackboard LMS is one of the academic systems that has been officially and widely adopted for teaching-learning activities at most Saudi universities, including the University of Bisha, the context of this study (Aldiab et al, 2019;Aljuhney & Murray, 2016;Asiri et al, 2012). It indicates that Saudi Arabia was ready for the e-learning process due to the available technical infrastructure and the academic community's awareness of the importance of e-learning as an emerging need.…”

The Effect of E-Learning Sessions on the Development of Reading Comprehension: A Case of EFL Students’ Perceptions at Saudi Electronic University

“…A growing number of studies has been published on e-learning in Saudi Arabian context. However, few studies have been conducted on students' perceptions of e-learning in Saudi Arabia (Alkhalaf et al, 2013;Alubthne, 2018). One study conducted by Al-Fahad (2010) explored learners' satisfaction with the e-learning implemented at King Saud University.…”

“…In addition, Alkhalaf et al (2013) conducted a mixed-methods study to examine learners' satisfaction and collaborative learning at two Saudi universities: King Saud University and Qassim University. The researchers found that students were not unhappy with the information technology infrastructure.…”

“…The researchers concluded that male students had more positive attitudes than female students. In addition, Alkhalaf et al (2013) argued that "female students tend to feel less confident and comfortable with using e-learning technology in general and with collaboration-enabling technology in particular" (p. 72). In contrast, Sebnmen (2015) found that female students had more positive attitudes toward e-learning than their male counterparts.…”

“…This issue has prompted researchers to explore e-learning processes, particularly instructional approaches such blended learning in EFL contexts, for the sake of improving the learning and teaching of reading skills (Behjat, Yamini, & Bagheri, 2012;Yang, 2012;Zahedi & Tabatabaei, 2015). However, although a growing number of studies on e-learning has been conducted in the Saudi Arabian context, few studies have focused on students' perceptions of e-learning in Saudi Arabia (Alkhalaf, Nguyen, Nguyen, & Drew, 2013;Alubthne, 2018) and, more specifically, in the EFL field (Mutambik, 2018). To our best knowledge, no study has previously been conducted to examine Saudi students' perceptions of their EFL reading comprehension development through e-learning in Saudi Arabia.…”