1. Perceptions about eLearning in Saudi Arabia
Dr. Sadiq M. Sait
King Fahd University of Petroleum & Minerals
Dhahran, Saudi Arabia
ICASE 2003, Penang, Malaysia
April 2003

2. Abstract
Saudi Arabian education system is under stress to provide additional educational opportunities for increasing population and a desire to increase literacy rate.
The capacity growth rate of existing Saudi educational institutes doesn’t match the current growth rate in enrollment demand.
Internet offers a viable and cost effective alternate to formal classroom learning.
Internet based distance learning is still in its infancy in the country. As it happens with any change, the public perception is not in favor eLearning over formal classroom based training.
These responses are part of a broader study that covers the use and effect of Internet in Saudi Arabia.
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3. Introduction
The rapid technological advances, shifting market conditions, rapid obsolescence of existing knowledge and increasing population are challenging the education systems to provide additional opportunities without increase in cost.
One possible answer to this challenge is to develop distance education programs (in particular to use and adapt to technology)
Traditionally distance education programs were considered useful for adults who missed college education, those who had time and distance constraints, physical disability and workers who wanted to update their knowledge at their places of work.
Now anyone is potentially a distance learner, a concept that has implications for educational institutions and teachers.
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4. Introduction (Cont’d)
In its simplest form, distance learning takes place when a teacher and student(s) are separated by physical distance. The teacher student interaction can take place using voice, video, data and print (by correspondence).
A form of distance learning that uses Internet and Internet technologies as a medium to impart training is known as Electronic Learning (eLearning).
Use and access of information technology for educational purposes has increased
Due to advances in information and communications infrastructure,
capacity,
functionality, and
reduction in cost
Moreover, information and communication technology is suitable for evolving the art of teaching that is
Constructivist
Interactive
Collaborative
learner centered, and
just-in-time
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5. Introduction (Cont’d)
Surely, more than any other media, the Internet and the Web help overcome the barriers of time and distance in teaching and learning.
The use of Internet for eLearning offers many advantages over traditional distance learning modes. Some of these are:
time and place flexibility
potential to reach a global audience
quick deployment and easy updating of content
no concerns of compatibility of hardware and software and
archival capabilities
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6. Introduction (Cont’d)
In the Kingdom of Saudi Arabia, public access to Internet became available in April 1997.
Following a slow start for some years, Internet subscription and use is rapidly increasing.
In last three years around 700,000 users came on-line.
The latest figure shows that there are approximately 1.1 million users in Saudi Arabia (as of July 2002).
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7. Need for eLearning in Saudi Arabia
The Internet has the capability to level the learning needs of a variety of individuals.
Being a promising technology, an effective eLearning system can ignite a sweeping revolution in education which will
empower the society to school the illiterate
bring job training to the unskilled
open a universe of knowledge to students at all levels, and
and enrich the understanding of the lifelong learner
This will definitely improve
the technical skills of the national workforce, and
guarantee a continued supply of highly qualified technical personnel capable of improving the country’s productivity
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8. Need for eLearning (Cont’d)
With over 50% of the country’s population under the age of 20 and one of the highest birth rates in the world, Saudi Arabian higher education institutions have been facing a growing demand for enrollment.
The capacity growth rate of existing Saudi universities doesn’t match the current growth rate in enrollment demand.
This has resulted in overcrowded classrooms with a consequent reduction in the quality of learning.
A viable eLearning system represents an excellent cost-effective solution to these problems. Furthermore, it addresses other problems such as shortage of instructors, educational needs of population in remote areas, etc.
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9. Statistics
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10. Statistics
In previous table, we compare the demographic statistics of young Saudi Arabian population with the total number of students enrolled in educational institutes of the country. These statistics are for ten years ( ). From the estimates of U.S. Bureau of the Census for Saudi Arabia [‎8], we have collected the total number of people (male and female) falling in the age group 5-19 years of age. We have selected this age group as majority of the students (of all levels) falls in this segment. The figures for number of students attending educational institutes are gathered from Ministry of Planning facts and figures [‎9]. The number of student figures include all levels of education from elementary to higher studies. In order to get more insight, we have computed the difference between young population and those who are attending educational institutes. This difference provides us with the figures of young Saudis unable to attend any educational institutes. The above figure shows the percentage of population missing out schools during the last ten years.
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11. Need for eLearning (Cont’d)
Summary:
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12. Need for eLearning (Cont’d)
We also gathered the figures for male and female population in the age groups of 5-19 years of age and compared them with the corresponding school enrolements during the time period These results are shown in above Figure. From the these illustrations we can draw following conclusions.
Contrary to the expectations, women folks in Saudi Arabia are having plenty of opportunities of education. These opportunities have resulted in improving literacy rate among young female population and decreasing the percentage of young women missing educational institutes.
During the period , the percentage of young female population (in the age group 5-19 years) not attending any education institutes have decreased from 42.03% in 1991 to 39.50% in 2000 (as shown in Table 3). The overall increase in young female population has been 52% during these ten years (from 2558 thousands in 1991 to 3886 thousands in 2000) while the school enrolement has seen an increase of 58% during the same period (1483 thousands in 1991 to 2351 thousands in 2000).
Percentage of male population missing out schools has increased during the same time period. It was 32.26% in 1991 and has risen to 38.28% in year This is due to the fact that enrolment in male educational institutes has not increased much during this time. There has been an increase of only 40% during these ten years (from 1764 thousands in 1991 to 2473 thousands in 2000). While the young male population has seen an increase of 53% during ten years. Therefore we see an increase in young boys missing out schools.
April 2003

13. eLearning in Saudi Arabia
In this regard a project has been launched to connect schools and educational directorates by means of a wide area network covering the entire country.
This project is known as WATANI Schools’ Net project. The project is also going to establish local area networks within every educational directorate.
The Schools' Net Project is expected to provide every student, teacher, parent and educator with a multitude of services and a huge source of reference information.
The resources will be mostly developed in Arabic Language and will involve the technological training of more than 300,000 male and female teachers and other support staff. This phase of the project involves use of on-line training.
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14. Results from our survey
During the course of our study project entitled “Use and Effect on Internet in Saudi Arabia” we conducted a web-based survey to solicit responses from users to determine use and effect of Internet in Saudi Arabia.
In the following slides, results and analysis of user views in response to questions related to distance education are reported.
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15. Preferred venue for online courses
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16. Reasons for taking online courses
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17. Types of online courses users intend to take
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18. Reasons for not taking online courses
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19. Gender preferences (venue) in taking online courses
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20. Gender preferences (venue) in taking online courses
Generally it is believed that Saudi Arabia being a segregated education system where male and female students take their education in separate institutions, women will prefer to take distance learning classes at home than men.
However, according to our findings gender doesn't affect user responses.
Only 30% male and 26% female users prefer to take distance-learning courses at home.
Similar results are observed while analyzing the effect of gender on types of courses to be taken online or otherwise.
Responses of male and female are more or else identical on this issue too.
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21. Gender preferences in reasons for taking online courses
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22. Gender preferences in reasons for taking online courses
Similar results are observed while analyzing the effect of gender on types of courses to be taken online or otherwise
Responses of male and female are more or else identical on this issue too
More than 40% of the males & females prefer taking online courses, because they like computers
Another major reason is that they can learn at their own pace
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23. Effect of region on taking online remedial education
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24. Effect of region on taking online high school course
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25. Effect of region on taking online remedial & high school
As seen from the previous graphs, people living in major cities generally do not prefer taking online courses for remedial & high school education with respect to their counterpart living in small towns
For online remedial education, about 22% are interested in taking such courses from major cities, while almost 25% are interested from small towns and rural areas
As for online high school education, only 9% are interested from major cities, whereas, 12% & 15% are interested from small towns and villages
The reasons for this obvious; people living in major cites have more opportunities for regular learning than their counterparts
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26. Effect of education level of respondent
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27. Effect of education level of respondent
As the education level of respondents increases they are less interested in taking distance learning means to improve their education level like getting university degree or taking remedial education on-line.
This is probably due to the reason that distance education degrees are not accredited in the country therefore already educated respondents are not very keen for distance learning.
However, those who are less educated or missed formal education are some what interested in advancing their education level through these new avenues.
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28. Conclusion
According to our survey, as of now majority of the respondents prefer not to take courses on the Internet however this trend is expected to change.
Those who want to take courses on the Internet; they do so because they like computers.
The major reason for not taking courses on the Internet is that these courses are not considered equivalent to regular courses in the country and moreover online courses are not accredited in the country.
Gender doesn't affect user responses for distance learning.
However, respondents living in remote areas and small villages are more interested in receiving high school education via eLearning than those who live in major cities.
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29. Acknowledgments
Authors thank King Abdulaziz City of Science & Technology (KACST) and King Fahd University of Petroleum & Minerals (KFUPM) for providing all the support for this study.
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30. Thank you
April 2003