learning - Academic Conferences Limited

Latefa Bin Fryan and Lampros Stergioulas
43.
Technology innovation
44.
Wide acceptance of distant learning
No. Categorisations CSFs for eLearning Adoption in KSA Educational Institutions
45
46.
47.
48.
49.
50.
51.
52.
Economic
Governmental
organizational
Alleviating capacity constraints in terms of classrooms and staff
Delivering educational programs to more learners at a lower cost
Scalability in terms of learners’ volume
Capitalising on emerging market opportunities
Establish partnerships with national and international universities
Facilitate and support Distance Learning
Internationally recognised
University's support for eLearning activities
The contribution of this research is a comprehensive list of CSFs for eLearning adoption, identified
through primary and secondary data collections methods, which is significant to this area of research.
Of the total 52 CSFs identified, 25% were highlighted only through interviews and survey
questionnaires and were not found in the existing literature. These new CSFs are:
Table 2: CSFs identified in primary but missing in secondary
No. Categorisations CSFs missing from the primary data
1. Enhanced learner's achievements
2. Enriches learner's experiences
3.
4.
Individual
Interactive way of learning
Instructor’s teaching style
5. Positive trend of accepting eLearning by learner
6.
Reduces effort
7. Ease inter and intra communication
8.
9.
Social
Improved education process
Knowledge enhancement
10.
Wide acceptance of distant learning
11. Economic Scalability in terms of learners’ volume
12. Governmental/
Establish partnerships with national and international universities
13. Organisational International recognition
Some CSFs that were identified through secondary data but were missed in the primary data are
presented in Table 3.
Table 3: CSFs identified in secondary but missing in primary
No. Categorisations CSFs missing from the primary data
1.
2.
Individual
Instructors can share good practice (teaching methodology)
Trialability (the degree to which lecturers can test the technology before
adopting)
3.
4.
Social
Observability (the degree to which the results of technology are visible)
Security of Intellectual Property
5. Governmental/
Capitalizing on emerging market opportunities
6. Organisational
University's support for eLearning activities
7. Reflection on primary data findings and analysis
According to the interviews and the survey conducted in KSA, a prominent inclination observed from
all the academic staff was towards the positive acceptance of eLearning with the main focus on:
improved quality of teaching and learning; increased number of students; and need to cope with 21st
Century development. Undoubtedly, using technology to enhance the educational process will help
KSA to achieve this major transformation of the traditional education. Furthermore, adoption of
eLearning within the educational processes adds value to the existing methods of traditional learning
and facilitates preparing student to the complex economic society. KSA is in the initial stages of
70