Factors Influencing the Use of Learning Management System in Saudi Arabian Higher Education: A Theoretical Framework

Asiri, Mohammed J. Sherbib; Mahmud, Rozi; Bakar, Kamariah Abu; Ayub, Ahmad Fauzi Bin Mohd

doi:10.5539/hes.v2n2p125

Cited by 90 publications

(79 citation statements)

References 38 publications

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“…The findings are consistent with Asiri et al (2012). They found that technology skill and competence also play key roles in the adoption of technology in the field of educational instruction.…”

Section: Resultssupporting

confidence: 81%

Blackboard as a Motivator for Saudi EFL Students: A Psycholinguistic Study

Ali¹

2017

IJEL

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Blackboard is a learning management system that provides students with an opportunity to access the course at their convenience. Blackboard makes it possible for students to do online activities, interact with other students and their teachers, review instructional materials, and listen to the recorded classes. Students can also attend live lectures and discussion via virtual classes (collaborative blackboard) from homes, cafés, or from anywhere they choose. All of these features can be accessed by students anytime and anywhere. This facility might motivate English as a Foreign Language (EFL) students to study effectively and efficiently. The purpose of this research is to investigate the use of Blackboard system in teaching and learning and evaluate its influence on motivating Saudi English students. It looks at the role of Blackboard on English students' motivation from their own point of view and tries to determine whether students encounter issues that affect their motivation. El-Seoud et al. (2014, p. 2) believed that "the success or failure of online instruction is perhaps related to student motivation". This study is conducted at the University of Bisha in Saudi Arabia. The sample consisted of 80 students from the English Department. This is a mixed method study of the students who use Blackboard for online learning. The study found that using Blackboard motivated students to work harder and learn better than traditional methods of learning. It also found that students believe that Blackboard is a motivating factor. Some demotivating factors have also been identified in this study.

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Section: Resultssupporting

confidence: 81%

Blackboard as a Motivator for Saudi EFL Students: A Psycholinguistic Study

Ali¹

2017

IJEL

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“…The rationale behind adoption and usage of LMS can be best understood by its functionalities simply because it has become a complimentary medium for course-content delivery in both blended learning environments and completely online learning environments. As indicated in recent studies, LMS allows' students to access course information anywhere and anytime, according to their preferences (Asiri, Mahmud, Abu Bakar, & Mohd Ayub, 2012;Al-Busaidi & Al-Shihi, 2010). LMS also provides a medium for assignment marking, handout note making, and uploading and downloading (Asiri et al, 2012;Govindasamy, 2001).…”

Section: Introductionmentioning

confidence: 99%

Use and Attitude towards Learning Management Systems (LMS) in Saudi Arabian Universities

Alghamdi

Bayaga

2016

EURASIA J MATH SCI T

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This paper was designed to establish the relationships between faculty members' use and attitude towards Learning Management Systems (LMSs). LMSs have been adopted in various educational institutions due to their numerous applications and functionalities to improve pedagogy. As a result, faculty members are urged to utilise them for enhancing teaching and learning practices. Underpinning this study was a questionnaire distributed to 222 faculty members in six universities. Cross-tabulation in a bar graph and chi-square test were conducted to verify observed differences. The findings revealed that older generation (over 40 years) tended to use LMS for many of their teaching activities than the younger counterparts. LMS was not actively used for most teaching purposes. Statistically significant association existed between resources organisation via LMS and restriction level (χ2 (12) = 24.890, p = 0.015). Attitude of faculty members who do not use LMS in pedagogy differ from those who use it for some and most teaching activities in terms of online examination and social media. Evaluations of personal and institutional experiences of LMS tools determine use and attitude.

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“…The current study focused on educators' perceptions of the technical dimension of VLS functionality and non-functional software characteristics. The findings of a study conducted by Asiri, Mahmud, Abu Bakar, Mohd Ayub, and Fauzi (2012), revealed that beliefs toward e-Learning can be examined from the viewpoint of the importance of web technology to instructors. A study conducted by Pritchett, Wohleb, and Pritchett (2013) revealed that certified educators cited virtual learning networks, video sharing and online event scheduling to be the most important educational Web 2.0 applications, and social bookmarks, social networks and music to be the least important.…”

Section: Educators' Perceptions Of Vls In Usementioning

confidence: 99%

Educator Perceptions of Virtual Learning System Quality Characteristics

Padayachee

2017

SACJ

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In higher education institutions, digital learning environments, referred to as virtual learning systems in this article, have been adopted and are becoming increasingly popular among academics. A virtual learning system (VLS) has a suite of tools with associated functions and non-functional system characteristics. Higher education institutions (HEIs) implement a VLS with the intent to assimilate e-Learning with face-to-face instruction and thereby derive associated benefits from its usage. Currently there is limited information on educators’ perceptions on the usefulness of VLS tool functionality, and the importance assigned to non-functional characteristics. This article adapted the generic framework of the ISO 9126 external software quality model to ascertain the perceptions of educators with regards to VLS functionality and non-functional quality characteristics. A case study research strategy was adopted, using two South African higher education institutions. The main contribution of this article is a proposed model representing VLS quality in use characteristics, measured by the constructs of perceived usefulness and perceived importance. In addition to the theoretical contribution, this article makes a practical contribution by providing educators’ recommendations on the improvement of VLS quality characteristics. This article has potentially useful implications for the use of a VLS by educators and future VLS design iterations.

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Factors Influencing the Use of Learning Management System in Saudi Arabian Higher Education: A Theoretical Framework

Cited by 90 publications

References 38 publications

Blackboard as a Motivator for Saudi EFL Students: A Psycholinguistic Study

Blackboard as a Motivator for Saudi EFL Students: A Psycholinguistic Study

Use and Attitude towards Learning Management Systems (LMS) in Saudi Arabian Universities

Educator Perceptions of Virtual Learning System Quality Characteristics

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