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E-learning in the Kingdom

KKU Students' Perceptions Towards Blended Learning Environment and its Impact on English Language Learning. E-learning in the Kingdom.

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E-learning in the Kingdom

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  1. KKU Students' Perceptions Towards Blended Learning Environment and its Impact on English Language Learning Teaching English in KSA: Reality and Challenges (Imam University 1433)

  2. E-learning in the Kingdom • Using technology in language teaching and learning has witnessed a quantum leap at some universities in the Kingdom of Saudi Arabia. Goal1 of the Saudi National Center for E-learning and Distance Learning, an affiliate of Ministry of Higher Education, is “to spread e-learning applications and solutions in all higher education institutions in accordance with the best quality standards.” Teaching English in KSA: Reality and Challenges (Imam University 1433)

  3. E-learning at KKU • Some universities have realized the importance of blending face-to-face with online instruction in language pedagogy. King Khalid University is one of the leading Saudi universities that have recently adopted this new mode of teaching/learning with much of zeal and enthusiasm at the training, support, design and delivery levels. Teaching English in KSA: Reality and Challenges (Imam University 1433)

  4. E-learning at KKU • The experience is young; however it is expected to revolutionize pedagogy in the university. • This study focuses on the impact of this new mode of learning on language learning with particular reference to the influence of Blackboard Learning Management System on the development of English language learning. It is a fact that adopting such technology in language learning opens up exciting vistas of effective learning, promoting interactivity, collaboration, portability, creativity and innovation. Teaching English in KSA: Reality and Challenges (Imam University 1433)

  5. E-Learning at KKU Levels of introducing e-learning: Supportive (optional) Blended (compulsory) Full (compulsory) Teaching English in KSA: Reality and Challenges (Imam University 1433)

  6. Teaching English in KSA: Reality and Challenges (Imam University 1433)

  7. Semester I, 1433 ( Active Tools) Teaching English in KSA: Reality and Challenges (Imam University 1433)

  8. Instructors and students’ Using E-learning Tools Note : Just these are calculated to an Extreme level (That anyone who does simple 20 page view is considered in active list but this is not the true measure , since after these statistics there are many operations performed in the evaluations.) Teaching English in KSA: Reality and Challenges (Imam University 1433)

  9. Research Questions • To what extent does this abundance of input influence the students' abilities to produce output in the language they are learning? • Do learners of English feel that their progress in English language learning is enhanced by e-learning systems provided by the university? Teaching English in KSA: Reality and Challenges (Imam University 1433)

  10. To answer these crucial questions, the Technology Acceptance Model (TAM) (Davis, 1989) serves as the theoretical basis for this study. TAM proposes that perceived ease of use and perceived usefulnessof technology are predictors of user attitude towards using technology, subsequent behavioral intentions and actual usage. Teaching English in KSA: Reality and Challenges (Imam University 1433)

  11. Participants (100) • An open-ended questionnaire designed by the researcher was used in this study. It consisted of three parts: • Personal details, computer and internet skills and their experience with blended learning. • students’ perceptions regarding the influence of using technology on their English skills development, interactivity and peer learning. • problems they face Teaching English in KSA: Reality and Challenges (Imam University 1433)

  12. Number of participants per level Teaching English in KSA: Reality and Challenges (Imam University 1433)

  13. Do you have a personal computer? Teaching English in KSA: Reality and Challenges (Imam University 1433)

  14. Do you have internet connection at home? Teaching English in KSA: Reality and Challenges (Imam University 1433)

  15. Do you support taking blended learning? Teaching English in KSA: Reality and Challenges (Imam University 1433)

  16. How many hours per week do you spend on Blackboard? Teaching English in KSA: Reality and Challenges (Imam University 1433)

  17. Do you feel comfortable with the e-learning experience? Teaching English in KSA: Reality and Challenges (Imam University 1433)

  18. Do you think e-learning helps in developing your listening skills? Teaching English in KSA: Reality and Challenges (Imam University 1433)

  19. Do you think e-learning provides conducive contexts for vocabulary building? Teaching English in KSA: Reality and Challenges (Imam University 1433)

  20. Do you think e-learning helps in developing your writing skills? Teaching English in KSA: Reality and Challenges (Imam University 1433)

  21. Do you think e-learning helps in developing your reading skills? Teaching English in KSA: Reality and Challenges (Imam University 1433)

  22. Do you think e-learning helps in developing speaking skills? Teaching English in KSA: Reality and Challenges (Imam University 1433)

  23. Do you prefer grammar courses to be taught partly online or completely face-to-face? Teaching English in KSA: Reality and Challenges (Imam University 1433)

  24. Do you send course emails to your instructors? Teaching English in KSA: Reality and Challenges (Imam University 1433)

  25. Do you participate in discussion boards? Teaching English in KSA: Reality and Challenges (Imam University 1433)

  26. Do you feel e-learning tools help you get to know and learn from your classmates? Teaching English in KSA: Reality and Challenges (Imam University 1433)

  27. Do you prefer exams to be electronic or on paper? Teaching English in KSA: Reality and Challenges (Imam University 1433)

  28. Do you feel that e-learning provides learners with more freedom to express their reflections on learning? Teaching English in KSA: Reality and Challenges (Imam University 1433)

  29. Are there any cultural apprehensions in employing e-learning? Teaching English in KSA: Reality and Challenges (Imam University 1433)

  30. Problems faced by students using e-learning Teaching English in KSA: Reality and Challenges (Imam University 1433)

  31. Problems faced by students using e-learning Teaching English in KSA: Reality and Challenges (Imam University 1433)

  32. Problem Types Technical Management by instructors Economic Teaching English in KSA: Reality and Challenges (Imam University 1433)

  33. Conclusions Students highly value the importance of blended learning in listening and vocabulary courses . Writing and reading skills take the second position in benefitting from e-learning tools. Using e-learning does not help students in speaking skills development and grammar as with other skills. Degree of the students’ acceptance of the online environment is generally promising. Interactivity and communication among students and interactivity and communication between learners and instructors; and learners’ interaction with the content need further efforts by both parties at KKU. percentages show weakness in these aspects. Teaching English in KSA: Reality and Challenges (Imam University 1433)

  34. Conclusions The three types of problems need to be immediately tackled at three levels: Institutional Service provider and supervisor Pedagogical (Instructors) Teaching English in KSA: Reality and Challenges (Imam University 1433)

  35. ‘To E or not to E, that is the question’ Teaching English in KSA: Reality and Challenges (Imam University 1433)

  36. Teaching English in KSA: Reality and Challenges (Imam University 1433)

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