learning - Academic Conferences Limited

Latefa Bin Fryan and Lampros Stergioulas
adopting eLearning in educational institutions compared to other developing countries; however, the
transformation process is quite rapid in order to achieve the goal of technology-enhanced learning.
KSA educational institutions seem to believe strongly that eLearning will help to solve education
issues resulting from rapid population growth and the technology-intensive demands of the future;
moreover, eLearning will facilitate and support distance learning which is very common in KSA
universities.
8. Future research and development
For future research, the number of participant and educational institutions can be increased for
extensible research which will help to investigate more CSFs from different perspectives.
Some universities in KSA are already undergoing the process of implementing the eLearning system
and they are using student feedbacks as an essential resource to determine the ongoing quality and
to ensure improvement and refinement of the eLearning system. Considering this positive trend of
eLearning adoption in KSA educational institutions, findings from this research can prove to be a
significant tool for future enhancement and implementation of the eLearning systems in KSA.
9. Conclusion
eLearning adoption in KSA educational institutions has been considered as a huge and major
transformation from traditional educational system. Although the significance of eLearning cannot be
denied and its impact on the improvement of the traditional educational system is well-recognised,
there are still gaps in the adoption of eLearning due to the lack of understanding about the CSFs for
eLearning adoption. In order to fully realise the potential of eLearning and understand the challenges
in the adoption of eLearning, it is imperative to identify the CSF that affect adoption of eLearning in
KSA educational institutions.
For this purpose, the existing literature was thoroughly reviewed for identifying the CSFs for
eLearning adoption and important issues were explored. It was obvious that limited research has
been conducted in this area and a clear gap was identified through the literature reviewed, which led
to the need for investigating the CSFs for eLearning adoption. There are two perspectives to the
adoption of eLearning: students’ perspective and education providers’ (or teaching staff) perspective.
It was indicated through the existing literature that only some studies consider both perspectives and
are limited in terms of the comprehensiveness of the CSFs identified. Since, considering both
perspectives is imperative while adopting and implementing eLearning, therefore this research
considers both of them.
The primary data was collected through conducting semi-structured interviews and survey
questionnaires in order to extract the CSFs for the adoption of eLearning in KSA. For this purpose,
FIVE different KSA educational institutions including universities and eLearning training centres were
considered. The participants were chosen according to their related jobs in the area of eLearning in
KSA to ensure high quality consistent findings. . The interpretive, qualitative data analysis methods are
used, and findings are presented in tables and figures. Findings show that of the total 52 CSFs
identified, 25% were highlighted only through interviews and survey questionnaires and were not
found in the existing literature.
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