Perceived Barriers towards e-Learning by Faculty Members at a Recently Established University in Saudi Arabia

Abstract

E-learning is nowadaysan essential teaching and learning setting to both faculty members and students in a digital and connected 21st Century. Despite the attempts and the claims that many higher education institutes make in regards to e-learning, a number of barriers retard many faculty members to progress from the state of appreciating and acknowledging e-learning to the state of actually adopting and implementing it. Saudi higher education institutes and Saudi faculty members are no exception in facing such barriers. This paper investigated the challenges to adopting e-learning in higher education by focusing on one of the recently established Saudi universities as a case study. Quantitative data were collected through 214 questionnaires. Findings from quantitative data analysis revealed a number of barriers which challenge the effective implementation of e-learning at the targeted Saudi university. This paper found that barriers towards e-learning are gender-related. In addition, this paper reports that the most cited barriers were external sources barriers which suggests that strategic policies need to be in place to overcome such resources barriers. Once external sources barriers are overcome, focus can shift on the pedagogical opportunities that e-learning creates and makes possible. As e-learning is a developing field of interest in Saudi higher education institutes, this paper adds to the little literature conducted so far in a Saudi context. In addition, findings from this paper contribute to the global literature on e-learning in a globalised and connected world.