Opportunities and Challenges of the Knowledge Management Approach to E‐learning: A Case Study in Al‐Bayan Model School for Girls, Kingdom of Saudi Arabia

Mohamed, Abdulmajid Hissen; Abuzaid, Rana Ahmed; Benladen, Rafa Mohamed

doi:10.1002/j.1681-4835.2008.tb00241.x

Cited by 11 publications

(11 citation statements)

References 14 publications

(14 reference statements)

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“…Bingimlas [11] divided the barriers into (a) teacher level and (b) school level. Mohamed, Abuzaid & Benladen [12] regarded the barriers as cultural and technical constraints. This analysis concentrates on teacher factor, school/institution factor and extrinsic factor.…”

Section: Discussionmentioning

confidence: 99%

“…Education in the KSA applies a gender-segregation policy which prohibits contact among men and women students [12]. Therefore, ICT execution to sustain e-learning should be modified.…”

Section: E Solving Cultural Problemmentioning

confidence: 99%

“…Therefore, ICT execution to sustain e-learning should be modified. Mohamed et al [12] proposed a customized elearning system which limited communication among students from different gender. Only learners and tutors could interact.…”

Section: E Solving Cultural Problemmentioning

confidence: 99%

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A Strategy to Improve The Usage of ICT in The Kingdom of Saudi Arabia Primary School

Almalki¹,

Williams²

2012

IJACSA

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Abstract-Integration of ICT in education is a complex idea that requires practical interpretation to get significant outcomes. As a developing country, the Kingdom of Saudi Arabia (the KSA) does not have a proper technological infrastructure as developed countries. Efficient strategies are vital in improving the application of ICT in the KSA's primary schools effectively. Improving the usage of ICT in the KSA primary schools achievement entails integrating ICT into classroom. However, some barriers that prevent a successful ICT implementation in the primary school are still present. This paper proposes several strategies to trounce the challenges. Several recommendations for ICT integration in primary school applicable in the case of the KSA are also necessary. These strategies are executable at school and national scale.

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Section: Discussionmentioning

confidence: 99%

“…Education in the KSA applies a gender-segregation policy which prohibits contact among men and women students [12]. Therefore, ICT execution to sustain e-learning should be modified.…”

Section: E Solving Cultural Problemmentioning

confidence: 99%

See 1 more Smart Citation

A Strategy to Improve The Usage of ICT in The Kingdom of Saudi Arabia Primary School

Almalki¹,

Williams²

2012

IJACSA

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“…Traditional methods of teaching where students play no active role are common [27][28][29][30][31][32][33][34][35][36][37][38] and much memorising without creative thinking or discussion is the norm [10]. Students are expected to accept what they hear from their teachers or read from their textbooks and their role is to learn the information, which is reflected in the way their personality develops [12].…”

Section: Pedagogymentioning

confidence: 99%

Review of Women's Higher Education in Saudi Arabia

Alhareth¹,

Dighrir²,

Alhareth³

2015

EDUCATION

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In spite of the barriers that stand in front of women's education, their higher education opportunities have increased with the improvement of female higher education provision but the opportunities are still not able to provide the level of education needed to meet the demand of women or to provide equality of access across the country. Thereby, this paper will review the literature on women's higher education in Saudi Arabia considering several different aspects including history, pedagogy, teaching methods and barriers.

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“…However, in certain developing countries where culture and religion profoundly influence every aspect of public and social life, cultural and social restrictions impose certain limitations on gaining the full benefits of the new IT-facilitated learning paradigm (Mohamed et al, 2008). Nawaz and Kundi (2010) cautions that e-learning solutions must be compatible with the human and contextual factors of any country.…”

Section: E-learning In Developing Countriesmentioning

confidence: 99%

E‐Learning in Kenyan Universities: Preconditions for Successful Implementation

Tarus

Gichoya

2015

E J Info Sys Dev Countries

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In recent years, there has been significant growth in the use of e-learning in Kenyan universities. However, despite this growth, universities in Kenya are still experiencing implementation challenges towards full utilization of e-learning. The purpose of this study was to investigate and analyze the preconditions necessary for successful implementation of e-learning in Kenyan universities. Data was collected through questionnaires and in-depth interviews from 525 respondents comprising of university management, e-learning support staff, lecturers and students who are currently using e-learning in blended mode approach in three leading Kenyan universities. The findings reveal that successful implementation of elearning was dependent on three categories of preconditions namely technological components, organizational components and pedagogical components. An implication of this study is that implementation of e-learning in Kenyan universities requires the blending of these three broad components necessary for successful implementation of e-learning. These findings are significant in that it will widen the frontiers of knowledge and provide more insights on implementation of e-learning in Kenyan universities.

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Opportunities and Challenges of the Knowledge Management Approach to E‐learning: A Case Study in Al‐Bayan Model School for Girls, Kingdom of Saudi Arabia

Cited by 11 publications

References 14 publications

A Strategy to Improve The Usage of ICT in The Kingdom of Saudi Arabia Primary School

A Strategy to Improve The Usage of ICT in The Kingdom of Saudi Arabia Primary School

Review of Women's Higher Education in Saudi Arabia

E‐Learning in Kenyan Universities: Preconditions for Successful Implementation

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