This research aims to measure the impact on academic achievement and developing creative thinking skills by designing an electronic course (e-course hereafter) for computer uses in teaching at a Saudi university. Following a quasi-experimental methodology, forty students (female) were selected and segregated into control and experimental groups for this study. The latter was taught using the designed e-course for ‘Computer Uses in Teaching’ and the former was taught in a normal class. To achieve research objectives, research tools consisted of an e-course (a cognitive test to measure academic achievement), and Torrance test to measure creative thinking skills. The results demonstrated a significant difference (α ≥ 0.05) between the experimental and the control groups in the average score of achievement test. The post-test synthesis, analysis, and evaluation levels were found in accordance with the experimental group. The average score of post-test creative thinking test results evaluated at the levels of flexibility, fluency, and originality were also found to be significantly different (α ≥ 0.05) with respect to the two groups. It is recommended to develop the digital content in accordance with the measures taken during the Corona pandemic and e-learning standards.

This research aims to measure the impact on academic achievement and developing creative thinking skills by designing an electronic course (e-course hereafter) for computer uses in teaching at a Saudi university. Following a quasi-experimental methodology, forty students (female) were selected and segregated into control and experimental groups for this study. The latter was taught using the designed e-course for ‘Computer Uses in Teaching’ and the former was taught in a normal class. To achieve research objectives, research tools consisted of an e-course (a cognitive test to measure academic achievement), and Torrance test to measure creative thinking skills. The results demonstrated a significant difference (α ≥ 0.05) between the experimental and the control groups in the average score of achievement test. The post-test synthesis, analysis, and evaluation levels were found in accordance with the experimental group. The average score of post-test creative thinking test results evaluated at the levels of flexibility, fluency, and originality were also found to be significantly different (α ≥ 0.05) with respect to the two groups. It is recommended to develop the digital content in accordance with the measures taken during the Corona pandemic and e-learning standards.