Measuring the Information Quality of e-Learning Systems in KSA: Attitudes and Perceptions of Learners

Abstract

Abstract. The introduction of e-learning, with the easy availability of course materials and related resources, has had a major impact on students and lecturers in higher education. However, few studies have been conducted to measure the information quality of e-learning on educational institutions in Saudi Arabia. This paper looks at the issues of using e-learning systems and the effect on higher education institutions in the Kingdom of Saudi Arabia (KSA). The findings of this study show positive attitudes towards e-learning systems in higher education, as well as learning improvement and the positive effect of employing a collaborative style of e-learning.Keywords: e-Learning; IS success; IS impact; Kingdom of Saudi Arabia, Information Quality IntroductionOne of the emerging technologies in education is collaborative e-learning, which plays a significant role in the growing number of students enrolled at universities, especially in Saudi Arabia. With the increased number of students, many higher-education institutions have introduced e-learning systems to improve the delivery of course content and enhance access to courses and subjects by both students and teachers [1][2][3]. Collaborative e-learning environments are also advantageous. Tomsic & Suthers [4] believe that the information sharing associated with social networks, can help establish new collaborative ties for students, and can have a more significant impact on learning than interaction and frequency of exposure to data, which is found in traditional systems. Collaborative e-learning environments are based on collaborative environments and are built on the research conducted on how students learn [5]. In collaborative e-learning environments, information technology facilitates increased interaction between the learners, promoting the exchange of knowledge. Collaborative e-learning environments can offer learners extensive opportunities for open learning, controlled by the learners themselves.

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