I received my Bachelor of Education degree in CS from the Department of Computer, Teachers College (Riyadh) in 2003, graduated with Honors degree. And I get my M.S. of ICT from Griffith University (Brisbane, Australia) in 2008. Currently I am working toward the PhD in ICT from Griffith University (Gold Coast, Australia). My research interest is related to developing collaborative e-learning environments for universities in KSA.
Abstract: This paper explores the issues that influence online retailing in Saudi Arabia. Retailers in Saudi Arabia have been reserved in their adoption of electronically delivered aspects of their business. Despite the fact that Saudi Arabia has the largest and fastest growth of ICT marketplaces in the Arab region, e-commerce activities are not progressing at the same speed. Only very few Saudi companies, mostly medium and large companies from the manufacturing sector, are involved in e-commerce implementation. Based on qualitative data collected by conducting interviews with 16 retailers and 16 potential customers in Saudi Arabia, several factors influencing online retailing diffusion in Saudi Arabia are identified. However, government support comes the highest and most influencing factor for online retailing growth as identified by both parties; retailers and potential customers in Saudi Arabia.
Abstract: With the rapid growth of the use of e-learning systems around the globe, assessing the success and impact of such systems is becoming increasingly important. This paper presents findings from a study of the impact of e-learning systems on university students in the Kingdom of Saudi Arabia. It is asserted that gauging the impact of e-learning systems on learners is central to the development of suitable and effective e-learning systems. Students from two different universities in the KSA were surveyed to capture their perceptions regarding their current e-learning systems. The assessment framework is based on the IS Success/Impact Measurement framework, which has been successfully applied to similar studies on e-Learning, e-Health, and e-Government. This paper reports on the impacts that the e-learning systems have had on student participants’ performance with regard to the depth of learning, customization of learning pace, student productivity, and student satisfaction. The conclusion of the study is that the use of e-learning systems shows a positive impact on student learning. This paper provides information that will be of interest to e-learning system designers and developers.
Abstract: This paper presents findings from a study evaluating e-learning systems in the Kingdom of Saudi Arabia (KSA). E-learning systems have reformed and restructured the delivery of course materials, related resources, and the interaction of students and teachers with this material. E-learning systems have been widely used in developed countries, and they have recently become more popular in many developing countries. To date, however, little attention has been paid to the issue of measuring the impact of e-learning on academic staff at higher-education institutions in the KSA. Responding to this gap in the literature, this study investigates the impact of e-learning systems in higher-education institutions in this context. A survey based on the Information System (IS) success/impact measurement framework was executed in a sample population of faculty members using e-learning in two top universities in the KSA. The findings of this study show academics’ positive attitudes towards e-learning systems in higher education. For instance, participants believed that e-learning systems help faculty members to improve their job performance and help educational organisations to provide new and better products and services to users.
Abstract: Despite the considerable potential for e-learning to help bring about improved learning outcomes, particularly for female students and students who need to rely on distance learning, feedback from current users of e-learning systems in the Kingdom of Saudi Arabia (KSA) suggests a relatively low level of satisfaction. This study adopts a mixed-methods approach to investigate the underlying reasons for this situation. The results indicate that students are not unhappy with the information technology infrastructure or with other technical aspects. However, many students report a low level of interaction between them and their fellow students. When such interactions do occur, an overwhelming majority of students indicate that they find such interactions. Together, these findings suggest that greater student interaction, which could be fostered through the use of collaborative learning, is likely to be both popular with students and beneficial to their learning outcomes.
Abstract: A new challenge for universities in the Muslim world, including the Kingdom of Saudi Arabia (KSA), is the need to develop suitable eLearning systems to facilitate distance learning and culturally acceptable mixed gender collaboration. This paper is a work-in-progress report on research being conducted on the assessment of eLearning systems in KSA. Our conceptual framework is the IS Success/Impact Measurement framework pioneered by DeLone & McLean (1992) and extended by Gable, Sedera & Chan [1]. We propose a range of indicators/items to measure the four dimensions of success and impact of an eLearning system as modelled by this framework.
