learning - Academic Conferences Limited

Latefa Bin Fryan and Lampros Stergioulas
When comparing eLearning with the traditional classroom learning, one can find pros and cons for
either case. Zhang et al. (2004) assert that: eLearning offers a learner-centred approach, while the
conventional classroom learning is less centred on the tutor and puts more emphasis on the
instructor. Zhang et al. (2004) also demonstrate that the eLearning offers more advantages than the
traditional classroom learning, which implies that the new technology is changing the way of learning
and constitutes a real alternative to conventional classroom learning. However, Russell (2001)
indicates that there is no significant difference between eLearning and traditional learning and offers
considerable evidence that technology does not depreciate teaching.
Many countries are adopting eLearning for the purpose of improving educational standards,
processes, and to overcome time, space or resource limitations. Abouchedid and Eid (2004)
conducted a survey about the challenges for eLearning adoption in the Arab world and commented on
the need for change in the attitudes of instructors towards the adoption of eLearning, however he also
argues that it is imperative for the Arab world to adopt eLearning in order to compete with the
educational systems of the developed countries of the world. Pursuing this further, this research
focuses on Kingdom of Saudi Arabia (KSA) for investigating and analysing the adoption of eLearning
in their educational system.
2. Background: Concept and adoption of eLearning in KSA educational
institutions
Kingdom of Saudi Arabia (KSA) has population expanding at 3.7% to 4.0% per year (Field, 1994;
Long, 1997), with 16.9 million in early 1900 and expected to reach 25 million by 2011 (Saudi Arabian
Information Resource, 2007). This rapid growth in population is expected to exert a huge pressure on
the country’s educational systems creating increasing demands for technological solutions (Albalawi,
2007). Since majority of KSA’s population is young requiring more jobs and good education (Al-Faisal
et al., 2010). The educational system in KSA is struggling to cope with increasing demands of growing
population and diversifying economy with student to teacher ratio of 15:1, which is one of the lowest in
the world (ameinfo.com, 2009). Since 1998, the number of universities in KSA has increase from 7
public universities to 17 public universities and 24 private colleges, containing almost one million
students (Al-Faisal et al., 2010). In order to enable KSA educational system to cope with the 21 st
Century developments, it is essential to improve the system by using ICT in learning and
management and by increasing cooperation with local and international partners (Al-Faisal et al.,
2010). KSA Government is undertaking initiatives for educational system reform to improve quality
and efficiency of learning at all levels by allocating SR137 billion ($36.5 billion) for education in
country’s 2010 budget. (Al-Faisal et al., 2010); examples of these reforms are curriculum
development, ICT and eLearning strategy, and partnering with foreign schools. Universities and
colleges in KSA vary in their levels of technology advancements and developments; for instance,
some universities are less developed in terms of using technology or ICT (i.e. limited to a few
numbers of computers which can only be used by faculty members), while others are highly equipped
with technology such as King Abdullah University of Science and Technology (KAUST) which
operated in 2009, with cost of $10B at estimated area of 36 million meters square (KAUST, 2010).
Owing to the rapid population growth, lack in the number and quality of teachers and instructors, and
to adhere with KSA Government’s initiative for the utilization of ICT, the National Centre of eLearning
and Distance Learning (NCEL) was established in 2006, with an aim to facilitate the next generation
eLearning across higher education sectors in KSA and to organise the change and prepare eLearning
material (NCEL, 2010). The goals of NCEL (NCEL, 2010) are: extending the use of eLearning
applications in higher educational institutions; participating in increasing the capacity for institutions by
using eLearning system; improving awareness of the benefits and importance of eLearning; holding
seminars, workshops and conferences; building educational software applications; and supporting
researches in the field of eLearning and distance learning. NCEL provides training to various
university staff through workshops. NCEL encourages its trainees to use eLearning system as some
of them are resistant to use it.
Resulting from the major transformation of traditional education in KSA, most educational institutions
are switching to eLearning system; some universities have already started implementation of
eLearning system while others are considering this now.
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