The Effectiveness of E-learning in Saudi Arabia During the Spread of COVID-19
Anas Ali Alhur1*
1 Department of Health Informatics, King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Hail, Saudi Arabia
*Corresponding Author: [email protected] Accepted: 15 December 2021 | Published: 31 December 2021
DOI:https://doi.org/10.55057/ijares.2021.3.4.17
_________________________________________________________________________________________
Abstract: E-learning is becoming increasingly popular, and learners are being offered expanded opportunities to continue their education at a wide range of ages. No geographical boundaries prevent students from learning various other benefits based on their situation and needs. The study aims to evaluate the effectiveness of e-learning in Sadia Ariba during COVID- 19. Three hundred thirty-two respondents took part in the survey, with different grade levels, ages, and locations in the country. Among the respondents, 28.6% were males, and the females were 71.4%. The majority reported that e-learning is effective; according to the findings, 72.3% accessed the material easily. However, 23.2% and 29.2% responded naturally and disagreed regarding experiencing a good internet connection. In addition, 25.6% were not satisfied with teachers' skills in designing electronic learning content.41% accounted for natural and disagreed with receiving information through electronic learning, the same as traditional learning. The ministry of education should invest in electronic learning to utilize it even after overcoming COVID-19.
Keywords: e-learning, traditional-learning, effectiveness, COVID-19
___________________________________________________________________________
1. Introduction
Education cultivates character, strengthens the mind, broadens our horizons, and equips us with the tools necessary for self-sufficiency. Saudi Arabia believes that education is the most powerful tool for improving nations. In 1943, King Abdul Aziz was instructed to build the first school (the Dar Al-Tawheed) in Saudi Arabia, located in Taif city. Since then, continuous endeavors and developments by the Saudi Arabian government in education have occurred.
The modern coronavirus COVID-19 has been detected in Wuhan, China, since December 2019, leading to the pandemic's spread. (Organization, 2020; Yang et al., 2020). Because of the disease's new generation, dramatic alterations happened in multiple fields due to its contagiousness among individuals, and effective procedures were implemented to prevent or minimize the risks of this disease. The primary reasons for these changes are to prevent this pandemic in many areas, particularly in education, guarantee that all entities are protected, and provide continual learning. Electronic learning is a vital tool that has been used in numerous nations across the world. As a result, it is critical to assess students' opinions of the efficiency of online learning. This study objective is to assess students' experiences regarding e-electronic learning in Suadi Arabia during COVID-19.
2. Literature Review
Online learning has a number of advantages and disadvantages when compared to conventional face-to-face instruction. Online learning is described as "the use of electronic technology and media to deliver, support, and enhance both learning and teaching, as well as communication between learners and teachers through the use of online content" (Howlett et al., 2009). There have been many studies across the world evaluating e-learning and its efficacy, but little research has been conducted locally, particularly in English. In a literature survey, researchers found significant results relating to e-learning. For example, researchers found that the only ones responsible for learning control are the students(Firmansyah et al., 2021). According to a study done in 2020, only 18% of students had no problems during the learning sessions. Thus, the study's findings appeared to be reliable. (Mahyoob, 2020). Overall, students gave instructors just a grade of "good" in online learning sessions, indicating an obvious need to address the barriers that caused this evaluation (Avsheniuk et al., 2021).
A place to learn electronically is considered a significant factor(Firmansyah et al., 2021). The majority of students, 309 out of 463, have reported that they did not use a separate room for learning when switching from traditional to electronic learning (Alsoufi et al., 2020). Over half of students reported exhaustion with e-learning, but this is not generalizable because the observation is explicitly based on medical education students (Tuma et al., 2021). Study results suggest that the primary benefits of e-learning are the simplicity and speed with which materials can be shared and the convenience and flexibility of learning anywhere and at any time. (Ahmad & Chua, 2015). Controlling costs without reducing the quality is possible with adopting e-learning(Walsh, 2015). A lack of Academic Staff's knowledge of computer skills had great potential to be correlated with the disapproval of e-learning adoption (Bhardwaj et al., 2015), which illustrates the necessity to provide the teachers with tools and train them to reach an advanced level in utilizing technology.
During the pandemic, 355, or 52.5%, of the participants indicated that electronic learning was used effortlessly; by contrast, 47.4% thought a lack of familiarity with technology made finding the educational materials difficult (Xhelili et al., 2021). Learning outcomes can be affected by the learning environment and appropriateness(Alsoufi et al., 2020). Around 1357% of the 3,348 respondents reported technical and financial difficulties using electronic learning (Alanazi &
Alshaalan, 2020). 34.9% of faculty members were not using electronic learning before the pandemic, while 18.2 % used it rarely (Mailizar & Fan, 2020). Four categories of impediments were identified in a study of secondary school mathematics teachers' perspectives on e- learning. Once again, one of the major obstacles is teachers' incompetence in electronic learning. (Abed et al., 2020).
E-learning platforms were affected by a number of factors, including cultural backgrounds, demographic characteristics, attitudes, and behaviors (Nortvig et al., 2018). In this way, evaluating e-Learning involves a critical examination of its entire dimensions. Multiple studies have shown that digital literacy does not pay attention; in E-learning and other environments, digital literacy should be recognized as a concept because it encompasses using information technology as a continually evolving skill (Mohammadyari & Singh, 2015). Students at universities reported difficulties accessing technology, which indicates that the younger generation has tremendous potential to face challenges. (Shahmoradi et al., 2018).
E-learning encourages learners to interact with one another, exchange ideas, and respect opposing viewpoints (Arkorful & Abaidoo, 2015). Therefore, students' communication skills can be improved by implementing this type of learning. Despite this, it is critical to emphasize
that numerous impacts on students' objectives and success criteria are difficult to ascertain due to today's increased diversity of characteristics. (Gros & García-Peñalvo, 2016).
3. Research Question
What is the effectiveness level of electronic learning from Saudi students' perspectives during COVID-19?
4. Methodology
A. Data collection and study group
A cross-sectional survey was conducted. Fifteen items were included in the survey, and the results obtained were utterly consistent with the study's objective. The survey was composed of two sections: demographic and study information about the respondents, including their age and level of education. This second part focused on gathering information regarding the use of e-learning technologies.
Students' perceptions of their experiences with the electronic learning process are being studied during COVID-19, and obstacles should be identified. The development and selection of the questionnaire questions were assisted by a professional in school counseling, Mrs. Arwa. Prior to releasing the survey, necessary adjustments and interpretations were made to ensure the clarity of the questions. On 2021/6/15, the survey was circulated to the population, and people with various characteristics, such as different educational institutions, age, location, and majors, sought to gain generalizable knowledge.
B. Statistical analysis
The survey data was reviewed several times to guarantee its validity and accuracy. We analyzed the perceptions and experiences of the random sample targeted by utilizing descriptive statistics. Percentages and frequencies are represented as categorical variables, while continuous variables are represented as mean or median values. SPSS performs a complete statistical analysis of the data.
5. Results and Discussion
Table1, figure1, and 2 demonstrate that the respondents' total is 332, and 18 participants were excluded from the study because of an incomplete survey. The 332 respondents comprised 237 females and 95 males, regarding study level: high school 77, diploma17, bachelor150, higher diploma 7, master73, and PhD8. The respondents were from different regions of Saudi Arabia: the south, east, north, west, and central, and they were 41, 23, 80, 91, and 23,
respectively.
Table 1: Demographic profile
Frequency Percentage Gender
Male Female
95 237
28.6 71.4
Study level
High School Diploma Bachelor
Higher Diploma Master
PhD
77 17 150
7 73
8
23.2 5.1 45.2
2.1 22.0
2.4 Geographical locations of the
respondents
South East North West Central
41 23 97 80 91
7.9 2.4 1.6 0.8 1.6
Figure 1: Respondent's Gender
Male 29%
Female 71%
GENDER
Figure 2: Study Level of The Respondent's Table 2: Analysis of Respondents by Age
Table 3: Considerations for Online Classes During the Pandemic of COVID-19
Item Scale Median
1(f) 2(f) 3(f) 4(f) 5(f) I was able to access the study
material easily.
127 113 12 17 15 2
We have provided sufficient information and training on using the e-learning
platforms.
131 116 50 26 9 2
Internet quality is adequate, and online sessions are uninterrupted
73 71 77 73 24 3
E-learning techniques are appropriate and cover all aspects of the curriculum
90 99 67 52 24 2
Students at the University or School are provided with training guidance electronic courses on how to best use the electronic learning system during the crisis of Covid 19
100 99 67 44 22 2
Educators are capable of designing and producing
65 115 65 20 7 2
Mean Median Standard
Deviation
Std. Error of Mean
Range Minimum Maximum
Respondent's age 24.66 23 6.29 .369 31 16 47
0 20 40 60 80 100 120 140 160
High School Diploma Bachelor Higher Diploma
Master PhD
Study Level
interactive electronic lessons
An e-learning system facilitates direct
communication between the administration, teachers, and students
94 131 47 50 28 2
The e-learning technology was useful to ensure
continuity and success in the educational process during the Covid 19 crisis
131 121 38 22 20 2
Management of the
university/school continually evaluates the remote
learning process
78 111 73 44 24 2
During e-learning, the instructor employed a variety of teaching methods
102 97 54 53 26 2
Academic/school counseling is easily accessible
100 99 54 53 26 2
Online learning is similar to traditional education in terms of receiving and understanding information
76 113 53 53 37 2
Note: 1: Strongly agree, 2: agree, 3: neutral, 4: disagree, 5: Strongly disagree, f=frequency
As the digital era moves forward, e-learning is proving to be a valuable approach to knowledge sharing, supported by technology, which has had a significant impact throughout time.
Unintentionally, excellent educational opportunities have been generated in Saudi Arabia during COVID-19 (Alanazi & Alshaalan, 2020). It is important to note that the advantages of E-learning extend beyond education. An example is the reduction of traffic accidents. (Abed et al., 2020). Comparing the results of our analysis with those of a recent study conducted on material accessibility in Jeddah, we found that 72.3% and 60%, respectively, agreed (Bahanshal & Khan, 2021).
Just 27% claimed that school counseling was not accessible easily. Even during the pandemic, school counselors welcomed ICT in counseling services without experiencing any negative feelings or anxiety; hence, School-based and department-sponsored capacity-building programs must support school counselors with a focus on technology (Abdillah et al., 2020;
Masagca & Londerio, 2008). Incorporating ICT into the counseling business is a natural progression that will occur eventually. ICT surrounds us, and we engage with it constantly, and an increasing number of disciplines benefit from the use by incorporating it into practically every function.
43.3% of respondents reported that the internet was inadequate for learning electronically, similar to a study investigating this aspect(Mahyoob, 2020). Although 56.9% of faculty members said that the techniques used in e-learning were effective, researchers also found that many faculty members believed they needed more training on ICT to cope with students
(Nsouli & Vlachopoulos, 2021). Overall, the lecturers were ready for e-learning, although training them for this tool plays a vital role in achieving the educational goals(Fabian et al., 2021). In our findings, most respondents provided information and training on how their institutions used the e-learning technology; similar results were obtained (Puljak et al., 2020).
The majority of teachers have excellent Microsoft Office skills and use multiple teaching methods, observed by (Hoq, 2020), which supports our result. Over half of respondents believed that teachers used a variety of techniques during the e-learning session.
Even if the student performs well during online learning, technical issues and a lack of tutor support cause frustration (Rajabalee & Santally, 2021). Based on item number 8 in the table above, 62.3% of respondents provided positive feedback, while 88.2% of students stated that e-learning allows them to improve their educational levels, though 71.8% reported a lack of experience with e-learning techniques (Maatuk et al., 2021). Only 23.5% believed e-learning does not have tools to facilitate the process of communicating between students, teachers, and administrators, even though limited communicating between students and lecturers is one of the common issues (Vasudevan et al., 2021). Moreover, an investigation into Indian universities revealed that learners are satisfied with the electronic learning system's information, service, and collaborative quality in various universities(Vanitha & Alathur, 2021).
As illustrated in the study results, 27.1% preferred traditional learning to online learning.
Simultaneously, in 2021, demonstrated that this method of learning did not acquire wide acceptance and did not meet the expectations and needs of students in direct face-to-face learning. (Bawaneh, 2021). Previous findings showed the necessity to examine the core causes of this issue to guide the optimal use of electronic resources. The findings of this study show that students in the country are generally satisfied with e-learning. There are some concerns regarding the teachers' knowledge of technology.
5. Conclusion
The findings of this study show that students who participated are generally satisfied with e- learning. In response to COVID-19 globally, a variety of challenges have arisen, and there has been a dramatic shift from traditional to electronic learning. Moreover, without adopting online learning during the crisis, students could not continue their educational journey, as the Coronavirus COVID-19 spread extensively; consequently, billions of people utilized online learning as a valuable tool. The environment in which learners learn online is an important factor affecting their experience. (Nortvig et al., 2018). According to our findings, most participants agreed and strongly agreed that e-learning contributed effectively to their learning, which is mostly consistent with a study in 2018, which investigated the helpfulness of e- learning from students' perceptions. The researchers concluded that students who participated in this study rated the e-learning as simple yet effective. They agreed that the module aided in their comprehension of course materials, time management, and interactions with classmates and teachers, and that e-learning was satisfying. Furthermore, students stated that accessing the module was convenient. Students' knowledge of technology in their daily lives almost certainly played a significant role in their familiarization with e-learning (Vitoria et al., 2018).
Therefore, the ministry of education must invest in electronic learning to utilize it even after COVID-19 has been overcome. However, the most significant constraint faced by the researcher was collecting data online, despite the fact that it was simple. The researcher could
which informed the students about the anonymity of their data and the study's objective. Although the sample size was small as the inclusions were few, the result cannot be applied to all learners' thus, multiple aspects need to be examined. The researcher proposes that future research explore the multiple concerns with e-learning from different aspects, including technology useability and reliability, providing innovative solutions to allow disabled individuals to utilize this mode of education, and determining the factors that made some teachers lack technical skills.
References
Abdillah, H., Setyosari, P., Lasan, B. B., & Muslihati, M. (2020). The acceptance of school counselor in the use of ICT during school from home in the Covid-19 era. Journal for the Education of Gifted Young Scientists, 8(4), 1569–1582.
Abed, S. N., Ali, S. A. A., & Diab, S. (2020). STUDENTS’EXPERIENCE REGARDING E- LEARNING DURING THE COVID-19 PANDEMIC AT JOUF UNIVERSITY, SAUDI ARABIA KINGDOM. PalArch’s Journal of Archaeology of
Egypt/Egyptology, 1–14.
Ahmad, N. A., & Chua, L. N. (2015). Technology and higher education: Using an E-learning tutorial as a pedagogy for innovation and flexible learning. Malaysian Journal of Distance Education, 17(1), 21–31.
Alanazi, A. A., & Alshaalan, Z. M. (2020). Views of faculty members on the use of e-
learning in Saudi medical and health colleges during COVID-19 pandemic. Journal of Nature and Science of Medicine, 3(4), 308.
Alsoufi, A., Alsuyihili, A., Msherghi, A., Elhadi, A., Atiyah, H., Ashini, A., Ashwieb, A., Ghula, M., Ben Hasan, H., & Abudabuos, S. (2020). Impact of the COVID-19 pandemic on medical education: Medical students’ knowledge, attitudes, and practices regarding electronic learning. PloS One, 15(11), e0242905.
Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29–42.
Avsheniuk, N., Seminikhyna, N., Svyrydiuk, T., & Lutsenko, O. (2021). ESP Students’
Satisfaction with Online Learning during the COVID-19 Pandemic in Ukraine. Arab World English Journal (AWEJ) Special Issue on Covid, 19.
Bahanshal, D., & Khan, I. (2021). Effect of COVID-19 on Education in Saudi Arabia and E- Learning Strategies. Arab World English Journal (AWEJ) Special Issue on CALL, 7.
Bawaneh, A. K. (2021). The satisfaction level of undergraduate science students towards using e-learning and virtual classes in exceptional condition covid-19 crisis. Turkish Online Journal of Distance Education, 22(1), 52–65.
Bhardwaj, A., Nagandla, K., Swe, K. M. M., & Abas, A. B. L. (2015). Academic Staff Perspectives Towards Adoption of E-learning at Melaka Manipal Medical College:
Has E-learning Redefined our Teaching Model? Kathmandu University Medical Journal, 13(1), 12–18.
Fabian, S. R., Xian, G. P., & Yunus, M. M. (2021). All Set? ESL Online Teaching among Polytechnic Lecturers during the Covid-19 Pandemic. International Journal of Advanced Research in Education and Society, 3(3), 1–15.
Firmansyah, R., Putri, D. M., Galih, M., Wicaksono, S., Putri, S. F., Widianto, A. A., & Palil, M. R. (2021). Educational Transformation: An Evaluation of Online Learning Due to COVID-19. International Journal of Emerging Technologies in Learning, 16(7).
Gros, B., & García-Peñalvo, F. J. (2016). Future trends in the design strategies and technological affordances of e-learning. Springer.
Hoq, M. Z. (2020). E-Learning during the period of pandemic (COVID-19) in the kingdom of Saudi Arabia: An empirical study. American Journal of Educational Research, 8(7), 457–464.
Howlett, D., Vincent, T., Gainsborough, N., Fairclough, J., Taylor, N., Cohen, J., & Vincent, R. (2009). Integration of a case-based online module into an undergraduate
curriculum: What is involved and is it effective? E-Learning and Digital Media, 6(4), 372–384.
Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., & Alharbi, H. (2021). The COVID-19 Pandemic and E-learning: Challenges and Opportunities from the Perspective of Students and Instructors. Journal of Computing in Higher Education, 1–18.
Mahyoob, M. (2020). Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners. Arab World English Journal (AWEJ), 11(4).
Mailizar, M., & Fan, L. (2020). Indonesian Teachers’ Knowledge of ICT and the Use of ICT in Secondary Mathematics Teaching. Eurasia Journal of Mathematics, Science and Technology Education, 16(1).
Masagca, J., & Londerio, N. (2008). Teachers’ perspectives on the integration of information and communication technologies (ICT) in school counseling. International Journal of Education and Development Using ICT, 4(4), 35–49.
Mohammadyari, S., & Singh, H. (2015). Understanding the effect of e-learning on individual performance: The role of digital literacy. Computers & Education, 82, 11–25.
Nortvig, A.-M., Petersen, A. K., & Balle, S. H. (2018). A Literature Review of the Factors Influencing E-Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement. Electronic Journal of E-Learning, 16(1), pp46-55.
Nsouli, R., & Vlachopoulos, D. (2021). Attitudes of nursing faculty members toward technology and e-learning in Lebanon. BMC Nursing, 20(1), 1–15.
Organization, W. H. (2020). Clinical management of severe acute respiratory infection when novel coronavirus (2019-nCoV) infection is suspected: Interim guidance. In Clinical management of severe acute respiratory infection when novel coronavirus (2019- nCoV) infection is suspected: Interim guidance (pp. 21–21).
Puljak, L., Čivljak, M., Haramina, A., Mališa, S., Čavić, D., Klinec, D., Aranza, D., Mesarić, J., Skitarelić, N., & Zoranić, S. (2020). Attitudes and concerns of undergraduate university health sciences students in Croatia regarding complete switch to e-
learning during COVID-19 pandemic: A survey. BMC Medical Education, 20(1), 1–
11.
Rajabalee, Y. B., & Santally, M. I. (2021). Learner satisfaction, engagement and
performances in an online module: Implications for institutional e-learning policy.
Education and Information Technologies, 26(3), 2623–2656.
Shahmoradi, L., Changizi, V., Mehraeen, E., Bashiri, A., Jannat, B., & Hosseini, M. (2018).
The challenges of E-learning system: Higher educational institutions perspective.
Journal of Education and Health Promotion, 7.
Tuma, F., Nassar, A. K., Kamel, M. K., Knowlton, L. M., & Jawad, N. K. (2021). Students and faculty perception of distance medical education outcomes in resource-
constrained system during COVID-19 pandemic. A cross-sectional study. Annals of Medicine and Surgery, 62, 377–382.
Vanitha, P. S., & Alathur, S. (2021). Factors influencing E-learning adoption in India:
Learners’ perspective. Education and Information Technologies, 1–38.
Vasudevan, G., Kiat, S. A. W., & Paramasivam, G. (2021). Challenges and the Impact of Covid-19 Pandemic on Higher Education Universities in Klang Valley, Malaysia.
International Journal of Advanced Research in Education and Society, 3(3), 16–23.
Vitoria, L., Mislinawati, M., & Nurmasyitah, N. (2018). Students’ perceptions on the
implementation of e-learning: Helpful or unhelpful? Journal of Physics: Conference Series, 1088(1), 012058.
Walsh, K. (2015). E-learning: Controlling costs and increasing value. J Coll Physicians Surg Pak, 25(4), 292–293.
Xhelili, P., Ibrahimi, E., Rruci, E., & Sheme, K. (2021). Adaptation and perception of online learning during COVID-19 pandemic by Albanian university students. International Journal on Studies in Education, 3(2), 103–111.
Yang, X., Yu, Y., Xu, J., Shu, H., Liu, H., Wu, Y., Zhang, L., Yu, Z., Fang, M., & Yu, T.
(2020). Clinical course and outcomes of critically ill patients with SARS-CoV-2 pneumonia in Wuhan, China: A single-centered, retrospective, observational study.
The Lancet Respiratory Medicine, 8(5), 475–481.
