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Background: Nowadays, especially after the COVID-19 pandemic, electronic learning (eLearning) has become a necessity in education. eLearning can be either synchronous, where classes are conducted in real-time, or asynchronous, where students can access the class material at any time. Student-instructor interaction has become essential to the educational process. In the literature, most studies have focused on the preferred methods of eLearning and the barriers to interaction in eLearning. Thus, this study aimed to investigate the factors that affect students' interactions during eLearning and their impacts on students' academic achievements. Methods: A national cross-sectional study was conducted among clinical and pre-clinical medical students who were attending universities in five regions of the Kingdom of Saudi Arabia. Data were collected using a bespoke online self-administered questionnaire covering sociodemographic features, eLearning barriers, preferences, and the impact of eLearning on students' performance and understanding. Results: This study involved 1371 medical students, of whom 52.37% were male and 51.13% were in their pre-clinical years of medical college. Of the participants, 59.88% (n = 821) preferred synchronous modalities of eLearning, and 33.33% (n = 457) avoided interaction during synchronous lectures. The main predictors of avoiding interaction during online lectures were being male in the clinical years of medical studies, being in a quiet atmosphere, having difficulties using the eLearning platform, having a poor internet connection, having a visual learning style, being insecure, and the presence of opposite-sex students and facilitators. In addition, 12.25% students (n = 168) reported a lower grade point average (GPA), whereas 11.96% (n = 164) reported an improved GPA after eLearning compared with in-person/onsite learning sessions. The GPA fluctuation was related to gender, personality type, learning style, interaction, and eLearning modality preference. Moreover, the students' understanding was enhanced by recorded lectures (n = 1,093, 79.72%) and supportive multimedia (n = 1,037, 75.64%), and the easy to use platform (n = 1037, 75.64%). Conclusion: The synchronous modality of eLearning was the preferred teaching method among the medical students. However, multiple individual, technical, and environmental factors affected their interaction, performance, and understanding during these sessions. Hence, future interventional research is recommended to overcome interaction barriers and enhance student performance and understanding of eLearning. [ABSTRACT FROM AUTHOR]

Novelty and Topicality: The COVID-19 pandemic significantly affected the education sector, with eLearning transforming the global education system. Research Purpose: This study sheds light on how the English departments of King Khalid University overcame the pandemic's impact, with respect to the shift to online learning. Motivation for the Study: The findings of the present study are of great importance for transforming the education system, not only in Saudi Arabia but worldwide. The globalization of education will help the universities of the Kingdom of Saudi Arabia make borderless, cost-effective education available to the citizens of the world from the comforts of their homes. Design and Methods: The study seeks to identify the challenges and advantages of eLearning, based on the perceptions of English-as-a-foreign-language (EFL) learners and instructors. The data were collected through Google forms and analysed using various SPSS software tools. Main findings: The findings revealed that the advantages of eLearning outweigh the challenges faced by students. The advantages of teaching English online include flexibility of learning, constant availability of learning materials, time efficiency, and the upgrade of technical skills. The major challenges for students and instructors include a lack of in-person interaction and poor Internet connectivity. Practical Implications: Notably, the study findings can improve the efficacy of eLearning in the education field in general and Saudi English departments in particular. Contribution: The outcomes can help explore future possibilities for reforming the education sector, both within and outside the Kingdom of Saudi Arabia. [ABSTRACT FROM AUTHOR]

Lockdowns due to the COVID-19 pandemic have forced universities to migrate entirely to eLearning to deliver classes. Students have found themselves using either synchronous, asynchronous, or mixed mode learning methods based on their universities’ preferences. Many studies that investigated difficulties during the lockdown have been mainly concerned about technical difficulties. The reports lacked the investigation of differences among students’ groups, with a few exceptions that highlighted differences among male and female students. Moreover, existing studies were found to focus on singular dimensions (TAM, IS success model, etc.). This study perceives that students, based on the various groups they belong to, can show different levels of perceptions towards determinants that influence the usage of eLearning. This study investigated differences among students in terms of determinants from TRI, TAM, and IS success model. A total of 915 participants from Malaysia and Saudi Arabia reported their perceptions. The findings reported in this study showed significant differences among participants, in particular, among groups of gender, age, country, and eLearning mode. It is noticeable that participants who used the asynchronous mode of eLearning gave more weight to information quality, system quality, service quality, perceived usefulness, perceived ease of use, innovation, optimism, satisfaction, and intention to use. Meanwhile, participants who used the synchronous mode experienced more discomfort. It could be said that the significant differences between the usage of synchronous and asynchronous modes should be considered for better quality of online learning. [ABSTRACT FROM AUTHOR]

Knowledge sharing is a significant component of success in knowledge management. In Saudi Arabia, knowledge management is often lacking when it comes to knowledge sharing adoption, especially between academic staff. This research aims to investigate various factors of knowledge sharing adoption for eLearning communities in Saudi Arabia and to examine the effect of culture as a moderating role on the relationships between these factors and academics' attitude. Therefore, a framework is aimed at sharing knowledge within the eLearning communities is developed. Data has been collected from public universities in Saudi Arabia. Partial Least Square approach has been applied to analyse the data. The results show individual factors (such as openness in communication, interpersonal trust) and technology acceptance factors (perceived usefulness and perceived ease of use) significantly influence knowledge sharing attitude, while the relationship between people self-motivation and knowledge sharing attitude is insignificant. Subjective norm and attitude significantly impact behavioral intention toward knowledge sharing adoption in Saudi universities' eLearning communities. [ABSTRACT FROM AUTHOR]

Portals are gateways that provide users with the information they need from different sources and display it on a single page. It is important to see that universities utilize the resources and services provided by their student portals. With the rapid development of Information and Communication Technology (ICT), the Ministry of Education in Saudi Arabia aims to develop and improve student portals by providing highquality teaching services through the university portal systems. This paper discusses the importance of student portal usage in Saudi Arabian universities and investigates the factors that influence the utilization of student portals as perceived by the students of the Saudi universities. Based on these factors, a model is proposed which identifies students’ expectations about the Saudi university portals. A quantitative methodology was employed to develop the model. The results revealed that 8 out of 10 factors of the model are significant and positively affect student portal usage. The enhancement of student portals based on the identified significant factors will assist the universities to increase their utilization and their provided services. [ABSTRACT FROM AUTHOR]

The colleges and institutes sector Royal Commission Jubail (JCIS) represents four higher educational institutes namely, Jubail University College (JUC) for male and for female, Jubail Industrial College (JIC), and Jubail Technical Institute (JTI). All of the institutions are under one patronage General Manager of JCIS. Several courses are very similar in content and delivery offered at all institutes. ELearning is the ideal form of delivery for higher education students in JCIS. This study aims to explore the specific factors affecting successful implementation of eLearning as major barriers at JCIS. This research will extend the existing theoretical model Technology Acceptance Model (TAM) and develop an extended model of eLearning for successful implementation and adoption of eLearning solutions at colleges and institutes sector of Royal Commission Jubail. The study will attempt to investigate the various barriers those affect the successful implementation of eLearning in the sector. It is also expected that this research study will provide strategies for academicians in the development and implementation of online courses. In this research study, quantitative research approach would be applied which may utilize instrument survey questionnaire (for students, teachers, and management) from all colleges and institutes of the sector. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to offer insights into the development of eLearning systems and the perceptions of key players in the management of eLearning systems in three large universities in Saudi Arabia. It establishes the relative importance of different factors and compares these findings with studies conducted elsewhere in the world.Design/methodology/approach Desk research was conducted to gather a profile of the eLearning initiatives in the participating universities. Structured interviews were conducted with senior managers with responsibility for implementing and promoting eLearning in their universities. The interview protocol prompted discussion of the importance of the following sets of factors in the success and acceptance of eLearning: student characteristics, instructor characteristics, learning environment, instructional design, and support. Interviews were transcribed and analysed using thematic analysis.Findings Supported by the Saudi Government, the three universities in this study have been developing their eLearning services. The two most important groups of critical success factors in this process were regarded as those related to student and instructor characteristics. Further analysis within each group of factors suggested that participants regarded instructor knowledge with learning technologies and student knowledge of computer systems, and technical infrastructure as important facilitators of success. Amongst instructional design factors, clarity of learning objectives and content quality were regarded as important. Insights are offered as to the reasons for these selections.Originality/value This study furthers earlier research on eLearning managers’ views and contributes to understanding of eLearning and its management in the Middle East. [ABSTRACT FROM AUTHOR]