Effectiveness of E-Learning – Research Proposal Example

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The paper "Effectiveness of E-Learning" is a wonderful example of a research proposal on education. The rapid advancement of the Information and Communication Technology (ICT) and the internet infrastructures has greatly revolutionized how education is administered in Saudi Arabia. The presence of advanced technologies has continued to change perspectives in which education is administered and importantly, has ensured ease of communication and relay of information. Studies that have focused on the connectedness between e-learning and students with special needs have recognized that when e-learning is implemented in accordance with specific needs it can offer opportunities for students with special needs (Al‐Qahtani & Higgins, 2013).

There are consensuses among contemporary studies that there exist obstacles that continue to limit students with special needs from participating in their educational rights (Al-Fahad, 2009). In particular, Kuo et al. (2014) researched the impacts of e-learning on students with special needs taking information technology courses and observed that perception and attitudes were areas that needed to be improved so as to realize the inherent beliefs regarding e-learning for students taking computer-related courses. Researches that have delved their research topics on e-learning among students with special needs recognize that Saudi Arabia continues to register the decreasing number of students talking about the essentiality of having students with special need embracing e-learning (Abanumy et al.

2005). Owing to the growing demand for e-learning services in different institutions including King Saud University, research that focuses on the effectiveness of e-learning on teaching computer courses for students with special needs will be essential in testing inherent obstacles and university teachers perspective regarding this approach. Institutions of higher learning in Saudi Arabia have continued to explore different education delivery approaches with the aim of identifying the best course delivery methods that fit students with special needs (Alshahrani & Ally, 2016).

Lshahrani and Ally's findings share the same perspectives from Alhalabi and Alhalabi (2017) who noted that the introduction of e-learning for content delivery among students with special needs will ensure the effectiveness of content delivery. The central focus of this study is to examine the effects of e-learning in teaching computer courses for deaf and dumb. We take a case study of King Saud University borrowing from researches of such implementation in Saudi Arabia including but not limited to policy frameworks with the institution (King Saud University) and across the country that work in tandem with students with special needs to eliminate the obstacles and perspectives relating to e-learning among students with special needs.

Concerning different considerations, the challenges in Saudi Arabia has been in the bridging traditional and e-learning, and in the identification of how the dumb and deaf will be supplied with learning resources on their computer courses. The current situation shows that the culture and environment at King Saud University enforce specific requirements for the e-learning system.

According to Al-Azawei et al. (2016), one such system is cultural factors as one issue that helps the institution separate between male and female dumb and deaf in designing e-learning programs for computer courses for these students. Recent objectives outlined by Dr. Nourah bint Saud Al Hazzani, deanship of e-learning and distance education observed that there is still a need to develop technical and regulatory standards for e-learning applications at the university level.

From this point, the research finds the need to investigate a number of barriers that affect e-learning in teaching computer course for the deaf and dumb in the institution.

References

Abanumy, A., Al-Badi, A., & Mayhew, P. (2005). e-Government Website accessibility: in-depth evaluation of Saudi Arabia and Oman. The Electronic Journal of e-Government, 3(3), 99-106.

Al Ghamdi, A. (2017). Influence of Lecturer Immediacy on Students' Learning Outcomes: Evidence from a Distance Education Program at a University in Saudi Arabia. International Journal of Information and Education Technology, 7(1), 35.

Al-Azawei, A., Parslow, P., & Lundqvist, K. (2016). Barriers and Opportunities of E-Learning Implementation in Iraq: A Case of Public Universities. The International Review of Research in Open and Distributed Learning, 17(5).

Al-Azawei, A., Parslow, P., & Lundqvist, K. (2016). Barriers and Opportunities of E-Learning Implementation in Iraq: A Case of Public Universities. The International Review of Research in Open and Distributed Learning, 17(5).

Al-Emran, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human Behavior, 56, 93-102.

Al-Fahad, F. N. (2009). Students' attitudes and perceptions towards the effectiveness of mobile learning in King Saud University, Saudi Arabia. TOJET: The Turkish Online Journal of Educational Technology, 8(2).

Al-Gahtani, S. S. (2016). An empirical investigation of e-learning acceptance and assimilation: A structural equation model. Applied Computing and Informatics, 12(1), 27-50.

Alhalabi, W. S., & Alhalabi, M. (2017). Color-Coded Cards for Student Behavior Management in Higher Education Environments. The International Review of Research in Open and Distributed Learning, 18(1).

Al‐Qahtani, A. A., & Higgins, S. E. (2013). Effects of traditional, blended, and e‐learning on students' achievement in higher education. Journal of Computer Assisted Learning, 29(3), 220-234.

Alshahrani, K., & Ally, M. (Eds.). (2016). Transforming Education in the Gulf Region: Emerging Learning Technologies and Innovative Pedagogy for the 21st Century. Routledge.

Alshahrani, S., Ahmed, E., & Ward, R. (2017). The influence of online resources on the student–lecturer relationship in higher education: a comparison study. Journal of Computers in Education, 1-20.

Alzahrani, S., & Watson, J. (2016). The Impact of Online Training on Saudi Medical Students’ Attitudes, Awareness, and Use of Language Learning Strategies in Relation to their Developing Autonomy.

Khafajeh, H., Wahsheh, H., Albhaishi, A., & Alqahtani, M. (2016). Towards Enhancing Supportive E-Learning Courses using Smart Tags. INTERNATIONAL JOURNAL OF ADVANCED COMPUTER SCIENCE AND APPLICATIONS, 7(8), 18-23.

Kuo, Y. C., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50.

Zabadi, A. M., & Al-Alawi, A. H. (2016). University Students’ Attitudes towards E-Learning: University of Business & Technology (UBT)-Saudi Arabia-Jeddah: A Case Study. International Journal of Business and Management, 11(6), 286.

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