With the aid of information and communication technology, e-learning has become the latest model in education. Saudi Arabian universities are currently applying the idea of e-learning to facilitate life-long learning and provide new educational opportunities for students. In particular, e-learning is being strongly supported by the Saudi Ministry of Education. Therefore, the Jusur LMS was created, in order to manage the e-learning process. However, a 'one size fits all' approach, whilst not ideal in general, is especially not appropriate for the Saudi culture. Moreover, there is limited support for students to satisfy their individual needs, especially for implementing collaborative projects. To better understand the Saudi students’ needs, this research focuses on the acceptance of the social personalised e-learning, versus static e-learning and traditional education for Saudi university students, and how the former can cater to Saudi education, instead of offering an identical delivery to all students, regardless of students’ interests, preferences, backgrounds, or knowledge. The results from a relatively large-scale case study at Taibah University point towards Saudi students accepting more easily social personalised e-learning, than static e-learning or classroom education. Additionally, the results revealed that Saudi students cannot be said to perceive usefulness, ease of use, and intention of further use towards the traditional collaborative e-learning system they use (the Jusur system) for group project work. Furthermore, this study analyses the current level of satisfaction and the needs for collaborative team projects, with the aim of predicting further requirements for social personalised e-learning systems. It investigates the needs of the students for best ways for recommending the project, group members and communication tools for the group project, aiming at collecting the requirements for the implementation of the research environment. Additionally, it proposes a framework for recommendation of collaborative project work to function within a social e-Learning System. Additionally, it proposed the architecture of the system. It investigated Saudi Arabian higher education students’ acceptance of a recommended virtual project and recommended group formation for e-learning versus traditional project- and team-formation methods for e-learning. The comparison is based on the well-known technology acceptance model (TAM), the theoretical xi framework which was used for designing the data collection from students. The results of the case study have indicated that a recommended virtual project and recommended group formation for e-learning is more acceptable to Saudi students than current e-learning methods.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:707416 |
| Date | January 2016 |
| Creators | Alamri, Afaf |
| Publisher | University of Warwick |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://wrap.warwick.ac.uk/87285/ |
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