The Reality of Distant Education and Its Contributions to University Education in Saudi Arabia: Prince Sattam Bin Abdulaziz University as a Model

Abstract

This study examines distance education at Saudi Arabia’s Prince Sattam Bin Abdulaziz University. So, 705 faculty members were picked from 2114 study participants. The primary data of the effective study tool was processed quantitatively descriptively (the questionnaire). The study indicated that the sample members agreed on distance education requirements to tackle university educational difficulties. The average sample member approval of distance education barriers was 3.25 with a 0.54 standard deviation. The research sample approval for distant education in university academic challenges was 2.92 with a standard deviation of 0.35. As a result of the gender variable in the (requirements-contributions) dimensions, there were statistically significant differences (α ≤ 0.05) in the study sample’s average responses concerning the requirements, hurdles, and contributions of distant education to address university educational crises. In all categories, scientific specialization did not cause statistically significant changes (≤0.05). No statistically significant differences at the significance level (α ≤ 0.05) were attributed to the effect of scientific rank in the (obstacles-contributions) dimensions only, while the significance of the statistical estimate for the impact of scientific rank on the requirements dimension only favored an assistant professor. In the dimensions (requirements and obstacles), only the experience variable showed statistically significant variations (α ≤ 0.05). The essential study proposal is to establish a qualitative strategy to achieve comprehensive quality requirements for remote education programs, provide a supportive administrative environment, and increase faculty knowledge and efficiency in distance education to prevent educational crises.