Mobile technology has influenced almost every aspect of our modern lives. The enhancement of learning in Saudi Arabia, as well as significant development in education overall, may be possible through mobile learning. However, the successful implementation of mobile learning in tertiary education profoundly relies on the acceptance of mobile learning from both students and instructors. Most mobile learning acceptance studies target higher education students. Therefore, this study aimed at examining the factors that affect university instructors' intentions to use mobile learning at Hail University. Eighty instructors completed the online survey, and the results indicated that performance experience, effort expectancy, social influence, and facilitating conditions altogether predicted the instructors' use of mobile learning, as 67% of the variation was found to be affected by these variables in the multiple regression analysis outcome. The results also suggested that effort expectancy is the best predictor of instructors' behavioural intentions to use mobile learning.

Abstract-Effectiveleadership in virtual learning environments (VLEs) is considered to enhance students' learning experiences by overcoming barriers associated with web based learning. This paper presents a review of the literature concerned with the impact of different leadership models on learning processes in VLEs. The aims of the review were to distinguish which leadership models were effective in VLEs, and identify the key factors that impede learning in VLEs. The current review highlights that transactional leadership, which utilizes extrinsic rewards, may be beneficial in terms of achieving goals and increasing productivity in the short-term, but is deemed less effective on long-term change. Whereas transformational leadership, which focuses on intrinsic motivation and role modelling, is thought to be superior in terms of increasing performance, innovation, creativity, group cohesiveness, and learner satisfaction. Key barriers associated with VLEs are concerned with a lack of social interaction and collaboration that may increase the risk of learner isolation and detachment. Consequently, leaders face challenges in communication, trust building, development of interpersonal and technical skills, and group cohesion. Research indicates that these barriers may be minimized through the use of effective transformational leadership models. Further research is required in order to improve understanding of the impact of leadership on learner performance in VLEs.

External issues have, for many years, had a crucial, adverse, impact upon the extent to which teachers have adopted technology for the promotion of learning, for example by introducing learning management systems (LMS). This problem has particularly affected teachers working in developing and less-developed nations. Despite this, few researchers have conducted systematic literature reviews that explore the Saudi Arabian context. The purpose of this study is to examine and scrutinize what is presented in the academic literature about the external factors that affected teachers use of technology in the teaching process in Saudi universities. The systematic review presented in this paper was carried out using a number of databases. Sources include library resources, key journals, PhD theses, master's theses, and papers yielded by Google Scholar searches of the relevant literature published from 2008 to 2018. There were 32 studies and just 12 studies included in this systematic review. The findings of this review reveal the current state of those external factors that have for some time delayed and influenced teachers' use of LMS and associated technologies in their teaching in the Kingdom of Saudi Arabia (KSA) between 2008 and 2018. Recommendations are made in this paper, to help Saudi institutions to limit this phenomenon going forward.