Faculty e-Learning Adoption During the COVID-19 Pandemic: A Case Study of Shaqra University
e-Learning can generally be applied by employ-ing learning management system (LMS) platforms designed to support an instructor to develop, manage, and provide online courses to learners. During the COVID-19 pandemic, several LMS platforms were adopted in Saudi Arabian institutions, such as Moodle an...
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Published in | International journal of advanced computer science & applications Vol. 12; no. 10 |
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Main Authors | , |
Format | Journal Article |
Language | English |
Published |
West Yorkshire
Science and Information (SAI) Organization Limited
2021
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Subjects | |
Online Access | Get full text |
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Summary: | e-Learning can generally be applied by employ-ing learning management system (LMS) platforms designed to support an instructor to develop, manage, and provide online courses to learners. During the COVID-19 pandemic, several LMS platforms were adopted in Saudi Arabian institutions, such as Moodle and Blackboard. However, in order to adopt e-learning and operate LMS platforms, there is a need to investigate factors that influence the capability of faculty to utilize e-learning and its perceived benefits on students. This paper examines how training support and LMS readiness factors influence the capability of faculty to adopt e-learning and student perceived benefits. A quantitative research method was conducted using an online questionnaire survey method. Research data was collected from 274 faculty members, who used Moodle as a main LMS platform, at Shaqra University in the Kingdom of Saudi Arabia (KSA). The results reveal that training support and LMS readiness have a positive influence on the faculty’s capability to adopt e-learning, which leads to enhancing students’ perceived benefits. By identifying the factors that influence e-learning adoption, universities can provide enhanced e-learning services to students and support faculty through providing adequate training and powerful e-learning platform. |
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ISSN: | 2158-107X 2156-5570 |
DOI: | 10.14569/IJACSA.2021.0121095 |