Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges January 2022 Pp.245-257
DOI: https://dx.doi.org/10.24093/awej/covid2.16
The Attitudes of Public-School Teachers towards E-learning in Saudi Arabia
Mona Ali Alasmari
English Language Department
Faculty of Languages and Translation
King Khalid University
Abha, Saudi Arabia
E-mail: alasmarimonaa@gmail.com
Received: 8/18/2021 Accepted:12/20/2021 Published: 1/24/2022
Abstract:
The COVID-19 pandemic has impacted education in Saudi Arabia. During this crisis, in 2020-2021, public schools in Saudi Arabia began to fully exploit the possibilities of e-learning for the first time by launching the Madrasati Platform. This study aims to investigate the attitudes of Saudi public-school teachers towards e-learning and their views concerning its advantages and disadvantages. A quantitative method involving the use of a Google Form questionnaire was employed. The study collected responses from 202 public-school English teachers from different regions in Saudi Arabia. The results show that the teachers generally had neutral attitudes towards e-learning, positive views of its advantages, and neutral opinions about its disadvantages. The researcher recommends that more studies explore teachers’ attitudes in different fields and the advantages and disadvantages of e-learning in each region of Saudi Arabia. The results of this research are important for both teachers and educational stakeholders in Saudi Arabia in terms of further developing the e-learning process in the future.
Keywords: attitude, COVID-19, e-learning, English teachers, Madrasati Platform, pandemic, public-school, Saudi Arabia, school, teachers
Cite as: Alasmari, M. A. (2022). The Attitudes of Public-School Teachers towards E-learning in Saudi Arabia. Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges (2) 245-257.
DOI: https://dx.doi.org/10.24093/awej/covid2.16
References
Alhumaid, K., Ali, S., Waheed, A., Zahid, E., & Habes, M. (2020). COVID-19 and e-learning: Perceptions and attitudes of teachers towards e-learning acceptance in the developing countries. Multicultural Education, 6(2), 100-115. https://doi.org/10.5281/zenodo.4060121
Aljabri, N., & Bhutoria, A. (2020). Access to educational technology and its implications on learning outcomes of 15-year olds in Saudi Arabia empirical evidence from OECD PISA 2018 in the context of COVID-19. Journal of Educational Science, 6(1), 367-400.
Alkhalaf, S., Drew, S., Alghamdi, R., & Alfarraj, O. (2012). E-learning system on higher education institutions in KSA: Attitudes and perceptions of faculty members. Procedia – Social and Behavioral Sciences, 47, 1199-1205. https://doi.org/10.1016/j.sbspro.2012.06.800
Almaghaslah, D., & Alsayari, A. (2020). The effects of the 2019 novel coronavirus disease (COVID-19) outbreak on academic staff members: A case study of a pharmacy school in Saudi Arabia. Risk Management and Healthcare Policy, 13, 795-208. https://doi.org/10.2147/RMHP.S260918
Almaiah, M. A. (2018). Acceptance and usage of a mobile information system services in University of Jordan. Education and Information Technologies, 23(5), 1873-1895. https://doi.org/10.1007/s10639-018-9694-6
Alqudah, N. M., Jammal, H. M., Saleh, O., Khader, Y., Obeidat, N., & Alqudah, J. (2020). Perception and experience of academic Jordanian ophthalmologists with e-learning for undergraduate course during the COVID-19 pandemic. Annals of Medicine and Surgery, 59, 44-47. https://doi.org/10.1016/j.amsu.2020.09.014
Alturki, U. T. (2014). The development of online distance education in Saudi Arabia. eLearn, 11, 5. https://doi.org/1535-394X/14/11-2673861
Alwahoub, H. M., Azmi, M. N., & Jomaa, N. J. (2020). Teachers’ and students’ perceptions of e-learning integration in the primary schools of Saudi Arabia. International Journal of Advanced Research in Education and Society, 2(1), 116-126. http://myjms.moe.gov.my/index.php/ijares
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. https://itdl.org/Journal/Jan_15/Jan15.pdf
Behera, S. K. (2012). An investigation into the attitude of college teachers towards e-learning in Purulia district of West Bengal, India. Turkish Online Journal of Distance Education, 13(3), 152-160. https://dergipark.org.tr/en/pub/tojde/issue/16901/176178
Chanchary, F. H., & Islam, S. A. (2011). Is Saudi Arabia ready for e-learning? A case Study. 12th International Arab Conference on Information Technology. Naif Arab University for Security Sciences.
Chen, T., Peng, L., Yin, X., Rong, J., Yang, J., & Cong, G. (2020). Analysis of user satisfaction with online education platforms in China during the COVID-19 pandemic. Healthcare, 8(3), 200. https://doi.org/10.3390/healthcare8030200
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. https://doi.org/10.12691/education-8-7-2
Karmakar, B., & Behera, S. K. (2015). The attitude of higher secondary school teachers towards e-learning in Purulia district of West Bengal, India. ATIKAN, 5(1), 1-10. https://doi.org/10.2121/atikan-journal.v5i1.1.g1
Kisanga, D. H. (2016). Determinants of teachers’ attitudes towards e-learning in Tanzanian higher learning institutions. International Review of Research in Open and Distributed Learning, 17 (5), 109-125. https://doi.org/10.19173/irrodl.v17i5.2720
Krishnakumar, R., & Rajesh, K. M. (2011). Attitude of teachers’ of higher education towards e-learning. Journal of Education and Practice, 2(4), 48-53. https://www.iiste.org/Journals/index.php/JEP/article/view/440
Kumar, P. (2017). Attitude of teacher educators towards e-learning. Bhartiyam International Journal of Education and Research, 6(4), 18-35.
Mahmoud, S. R., El Magrabi, N. M., & Mohamed, F. R. (2015). Faculty of nursing teaching staff members and students attitudes toward e-learning. IOSR Journal of Nursing and Health Science, 4(4), 36-45. https://doi.org/10.9790/1959-04463645
Masmali, A. (2020). A mixed-methods study of examining the concerns of Saudi Arabian middle and secondary school teachers in adopting the Future Gate Learning Management System: A transformation to digital learning [Doctoral dissertation]. https://hdl.handle.net/2097/40379
Niculescu-Aron, G. I., Asandului, L., Mazurencu, M. M., & Mihaescu, C. (2007). A cram of e-learning advantages and disadvantages. Informatica Economică, 42(2), 45-50. https://ssrn.com/abstract=1132103
Shraim, K., & Khlaif, Z. (2010). An e-learning approach to secondary education in Palestine: Opportunities and challenges. Information Technology for Development, 16(3), 159-173. https://doi.org/10.1080/02681102.2010.501782
Srivastava, P. (2018). Advantages and disadvantages of e-education and e-learning. Journal of Retail Marketing and Distribution Management, 2(3), 22-27.
Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers and Education, 57(4), 2432-2440. https://doi.org/10.1016/j.compedu.2011.06.008
WHO. (2020). Coronavirus Disease (COVID-19) Pandemic. https://www.who.int/emergencies/diseases/novel-coronavirus-2019
Xhaferi, G., Farizi, A., & Bahiti, R. (2018). Teacher’s attitude towards e-learning in higher education in Macedonia case study: University of Tetovo. European Journal of Electrical Engineering and Computer Science, 2(5), 14-17. https://doi.org/10.24018/ejece.2018.2.5.26
YaHalaShow. (2021, January 20). The Ministry of Education’s official Speaker, special interview about e-learning and the development of curriculum [Video]. YouTube. https://www.youtube.com/watch?v=hig3ztFYDgQ