Teachers and Learners’ Perceptions of E-Learning Implementation in Special Times: Evaluating Relevance and Internationalization Prospects at Saudi Universities

Abstract

The recent abrupt shift to a total e-learning modality has been a fresh yet daunting experience for educational institutions due to the onslaught of the COVID-19 pandemic. This shift has also raised the questions of relevance of educational modalities given the special times we are living in, as well as the happy possibility of universities gearing up for internationalization to prepare students for online learning. Before implementing these changes, however, in-depth study of the opinions and experiences of teachers and students at Saudi universities, among other parameters, is imperative. With this focus, the current study employs a mixed-methods research design from two universities in Saudi Arabia, namely Qassim University (QU) and Imam Abdulrahman Bin Faisal University (IAU). A purposive sample of 22 teachers and 54 students were the respondents, who were administered a questionnaire and interviewed at a later stage. Results showed that both teachers and students find the online teaching–learning experience challenging due to teacher-related, student-related and technology-related factors. The teachers rate themselves as being moderately competent in the use of technology tools for online learning, while students assess themselves as competent. Initiatives are offered by both students and teachers to improve the transition of universities to online education as well as to promote the quality of universities towards internationalization, particularly with living in the midst of a health crisis. The study has implications for curriculum implementers and designers committed to educational revolution. The outcomes of this proposed research can be the basis for relevance and internationalization initiatives of the selected universities in Saudi Arabia.

The Mediated Role of Satisfaction in Boosting the Perceived Progress via Interaction in Online Learning: Empirical Evidence from Private Universities in Vietnam

“…Depending on the teaching method, the lecturers can play a prominent (instructor-centered) or a facilitator role. In interaction that takes place for emotional and social reasons, postings are primarily about seeking and providing reassurance and assistance in response to social or emotional questions, and issues related to the course (Shariq et al, 2022). The level of participation of online lecturers and learners is not synchronized, which can lead to learner dissatisfaction (Arbaugh, 2018).…”

Matches and mismatches between university teachers’ and students’ perceptions of E-learning: A qualitative study in China

“…Due to changes and innovations in teaching methods and approaches, E-learning has been warmly welcomed by most institutions and universities worldwide [ 5 , 6 ]. Online classes are systems through which students learn subjects, clarify doubts with the teacher, discuss problems with classmates and teachers, share materials, and check academic progress using internet-oriented technologies [ 7 ]. Online courses via e-learning platforms have become so popular that they are expected in every formal and informal educational curriculum [ 8 ].…”

“…In addition, the COVID pandemic has increased the importance of e-learning and online courses [ 9 ]. Even though we have seen rapid advances in e-learning, (distance learning, and online teaching], it is still in the early stages of development [ 7 ].…”