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Advances in Social Sciences Research Journal – Vol.7, No.6
Publication Date: June 25, 2020
DOI:10.14738/assrj.76.8410.
Alharbi, O. (2020). Obstructions For Learners In The Use Of Ict In Ksa Institutions. Advances in Social Sciences Research Journal, 7(6) 414-
425.
Obstructions For Learners In The Use Of Ict In Ksa Institutions
Omran Alharbi
Glasgow University, Glasgow, UK
ABSTRACT
The advancement of digital technology has a great influence on the
development of many areas of modern life. Over recent years, e-learning
systems have managed to gain a competitive edge over the more
traditional methods of learning. The learning and teaching techniques
employed by e-learning systems allow more flexibility and provide
freedom from the restrictions of time, location, physical presence and
other aspects of traditional learning. Nevertheless, e-learning does have
its own drawbacks, and research into the barriers to learning will assist
in overcoming some of the problems associated with e-learning success.
This study attempts to determine the obstacles that can influence the
success of ICT within institutions in the Kingdom of Saudi Arabia. This
qualitative research examined the obstacles of the use of ICT in the
education process from learner’s perspectives and the potential
solutions that can help to reduce these obstacles. Semi-structured
interviews were conducted with seven e-learning students from one
Saudi University. Purposive sample techniques were used with
participants, and the results revealed that there were many barriers
that hindered learners from benefitting from the use of ICT in education.
These obstacles included lack of technical support, technical issues, lack
of English language, lack of design e-course materials, and lack of
motivation. In addition, a number of solutions were considered in this
study.
Keywords: Obstructions, Learning Management System, LMS, Learners and
Saudi Arabia.
INTRODUCTION
Information and Communications Technology, or ICT, is a collection of technological resources and
tools which are utilised in the creation, storage, management and communication of information, as
well as supporting learning and teaching (Vajargah , Jahani & Azadmanesh, 2010). The use of ICT
and the internet has risen significantly over the years, both locally and worldwide; this is due to the
ever-changing dynamics of environment, globalisation, and the higher demand for lifelong learning
and the technologies necessary to facilitate it (James , 2008). Higher educational institutions have
had to keep up with the rapid change to digitalisation, and have adopted ICT for its social,
educational, and economic advantages. Research has consistently demonstrated the educational
benefits of ICT in the teaching and learning environment (Pretorius, Steyn & Johnson, 2012), such
as language acquisition, motivation, catalysing learning and teaching, enhancing pedagogy, and
improving academic performance (Jaffer, Ng’ambi & Czerniewicz, 2007; Oh & Park, 2009). It has
been shown that although the advantages of ICT are well-documented, higher education
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Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 6, June-2020
establishments have held back slightly in terms of implementing ICT systems for learning and
teaching, and Saudi Arabian institutions are no exception to this. In the KSA, the education sector
has come up against a number of barriers to providing quality education to its citizens. In many
Saudi institutions, there is no strategy in place to implement specific components into their systems
(Alamri, 2011); for instance, most universities cannot implement online educational services due to
poor infrastructure (Abedalla, Pinchot, Samrgandi & Al-Masri, 2014). Academic systems in these
universities and colleges are rather outdated, and do not offer a high quality educational experience
for students (Abedalla et al., 2014). This study examines learners’ perceptions of the barriers to the
use of ICT in one Saudi University, and a number of solutions will be provided by the students which
might help to overcome or reduce these barriers.
RESEARCH PROBLEM
Universities around the world are currently attempting to gain the most benefit from the
technological revolution, and use these advancements to offer teachers and students the best
possible experience. However, developing countries with emerging economies face very specific
challenges when attempting to implement e-learning systems into their establishments (Naveed,
Muhammed, Sanober, Quresi, & Shah, 2017).
In Saudi Arabia particularly, there are many obstructions preventing both instructors and learners
from benefitting from effective ICT technology implementation within the education sector (Al- Harbi, 2011; Al-Jarf, 2007; Alshammari, 2015; Al-Shehri, 2010). According to Al-Shehri (2010),
researchers should identify the barriers faced by learners during the use of ICT in their learning. In
the past, many studies conducted in Saudi Arabia investigated the obstacles involved in employing
ICT in the teaching process from the perspective of instructors; however, few studies have been
carried out with a focus on the barriers to using ICT in the learning process – particularly from the
perspective of students in Saudi universities (Al-shahrani, 2016), and no studies have been
conducted in this University under investigation . Learners’ perspectives play an essential part in
framing the activities that occur in institutions (Deaney et al., 2003). As a result, this motivated the
current study to fill the gap that exists in prior research. This study examined the learner’s
perceptions of the current barriers they face in the use of technology in their learning in one Saudi
University.
Aim of the Paper
The aim was to examine the obstructions and solutions from the perspective of the learner
regarding the use of ICT in one Saudi University.
Research Questions
RQ1: What are the obstacles that learners have encountered so far when using the Learning
Management System in Sauid Universities?
RQ2: What are the possible solutions from the learner’s view point that might address these
obstacles?
LITERATURE REVIEW
Definition of e-learning
The term ‘e-learning’, originally thought to have been coined by Cross in 1998 (Dublin & Cross,
2002) although it appears to have been used by Mori in 1997 (Clark , 2001), refers to learning that
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Alharbi, O. (2020). Obstructions For Learners In The Use Of Ict In Ksa Institutions. Advances in Social Sciences Research Journal, 7(6) 414-425.
URL: http://dx.doi.org/10.14738/assrj.76.8410 416
takes place electronically. A number of definitions of the term describe the use of ICT in training and
other educational programmes.
According to Selim (2007), e-learning as a term is defined as the utilisation of modern ICT with the
help of computer networks in order to present information, learning materials, or teaching
materials to an individual. On other hand, Clark and Mayer (2016, p.7) have defined e-learning as
“... instruction delivered on a digital device that is intended to support learning”.
E-learning as the use of computer-based technology such as the internet, websites, email, and other
applications to assist and enhance the learning and teaching environment. E-learning, therefore, is
a modern term used to refer to the wide range of electronic technologies used to enhance and
support teaching, learning and assessment. The main benefits of e-learning are that it is
customisable and accessible to all regardless of time or location. As a result, as e-learning is deemed
a comparatively new phenomenon in Saudi Arabia (Al-Harbi, 2011), there are a number of barriers
that come with its implementation.
Advantages of e-learning
There are a variety of advantages in the use of e-learning in an educational context. These
advantages, according to several researchers, are listed below. E-learning:
• Provides freedom of access and benefits of learning anytime and anywhere.
• More qualified learners do not need to rely on their colleagues; they can advance their own
learning.
• Saves time and effort for students and teachers.
• Reduces the amount of money needed to accommodate large classes of students, as e- learning can accommodate all of them.
• Makes students express their opinion about their learning and communicate with each other,
especially shy students.
• Provides opportunities for those who want to continue their study, but may have
circumstances which prevent them from attending traditional classes.
• Provides the opportunity to work from home.
• Motivates students to learn – most students nowadays have a mobile phone or tablet.
• Allows interaction between learners and their teachers/peers outside the classroom.
• (Alsalem, 2004; Cox, 2013; Keller & Cernerud, 2002; Kocur & Kosc, 2009; Sun et al., 2008)
Disadvantages of e-learning
Despite the benefits of the use of e-learning tools in education, a variety of disadvantages come with
its use. These advantages, as listed below, have been mentioned in a number of previous studies
(Almosa, 2002; Klein & Ware, 2003; Lewis, 2000; Kattoua, Al-Lozi, & Alrowwad, 2016).
• E-learning requires intensive training for academic staff and students in order to prepare
them for use in their education process.
• The role of educators has become less effective compared their role in traditional teaching
methods.
• E-learning concentrates on the learning process more than other emotional goals.
• Difficulty in terms of interaction between students and their teachers/other students.
• E-learning is expensive, especially for technical infrastructure.