| Dissertation |
Thesis (M.Sc.) --NUI, 2016 at Department of Accounting, Finance and Information Systems, UCC. |
| Summary |
Research Objectives: The aim of this research study is to explore the barriers that prevent e-learning usage within the curriculum of public primary schools in Saudi Arabia. Research Methods: A quantitative research approach was followed in this study. In order to collect primary data, a structured questionnaire was completed by 362 teachers in Saudi Arabia involved in providing e-learning education to students. Research Findings: Based on the overall findings of the research, it has been ascertained that continuous advancement in technologies has had a considerable impact on the inhabitants of Saudi Arabia with respect to e-learning. The study further revealed, however, that it is mainly administrative, personal, technical and financial aspects that prevent e-learning usage in public primary schools in the Kingdom. In this research study, the aforementioned four categories of barriers were considered as independent variables and e-learning usage as the dependent variable. The findings obtained further revealed that the average numerical value in terms of teachers’ responses regarding technical barriers was recorded at 4.1996, administrative barriers at 4.2206, financial barriers at 4.2479 and personal barriers at 3.6811. Furthermore, the findings also indicated that administrative barriers had strong effects on the usage of e-learning, as reflected by the value of the coefficient. Administrative barriers, which were identified as the strongest obstacles in this study, include lack of alignment between public education goals, strategies and curricula, poor support, differences in organisational policies, and an absence of the cultural sensitivity that the administration must promote. Correspondingly, organisations must be capable of meeting shortcomings in workplace support for students, among other shortfalls. The study concludes that personal, technical, and financial barriers were the main restrictions to the usage of e-learning, and need to be resolved in an efficient way to ensure proper progression within diverse learning approaches. |
| Subject |
Education -- Data processing.
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Computers -- Study and teaching.
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Computer-assisted instruction.
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Internet in education.
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Saudi Arabia.
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| Collection |
Theses Masters (Research)
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Theses Accounting Finance and Information Systems Department
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| Description |
154 pages ; 30 cm. |
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