Posted at 11.01.2018
Abstract: Using the enormous growing of e-learning during the last 15 years, quality of e-learning has been often criticized and tied up to poor provision. It is becoming important for higher education institutions showing the capability to provide high quality programs. A variety of perspectives on what is highly recommended when evaluating the quality of e-learning. Some studies have resolved this topic from a more comprehensively view while other have viewed single point of view. This study aims at exploring this subject to develop a framework of critical factors necessary for the analysis of quality in e-learning system, also to explore the relevancy and need for the E-learning in Saudi Arabia. Appropriately, the literature of this topic was reviewed thoroughly to recognize the factors that constitute the analysis framework and 12 factors have been tackled. The empirical research was laying on the methodological quantitative procedure where data was collected from learners in Saudi Arabia structured from their experience in E-learning.
Nowadays, advanced schooling is experiencing big difficulties influenced by many growing trends, among which is the intro of method of online learning. Accordingly, many universities worldwide are taking different moves to cope with the new requirements; some universities were established as purely online learning providers, other traditional universities launched new online programs, plus some presented online learning programs to enhance a few of their already existing programs.
E-Learning redefines the coaching/learning operations and the overall learning environment. It change the old university system to a fresh set of techniques by introducing significant changes in the functions of its main key players; learners, faculty associates and the organization as an entity (Mendenhall, 2001).
The change which e-learning brings to higher education combined with its vast spreading as an accepted learning delivery method has been always questioned by its components who tie up this kind of understanding how to poor quality. Therefore, studying the several aspects of evaluating the quality of e-learning has been increasing as an issue that worthwhile researching and boosting (Kistan, 2005; Wirth, 2005).
A big range of perspectives on what factors to handle when evaluating the quality of e-learning has been developed. Nevertheless; most of those studies either resolved few factors to a single aspect or sizing (Ally, 2004) or addressed multiple aspects but without taking a look at the e-learning organization comprehensively (Cohen and Ellis, 2004).
In view of having less a holistic construction of factors to judge the quality of e-learning programs; this study aims preferably at contributing to the body of knowledge in E-learning practice.
The main rule of this research is to judge the quality of e-learning through investigating the related critical factors that been recognized by analysts and practitioners in this field. In addition, it intends to review the importance of such framework in the e-learning practise in Saudi Arabia.
The study is designed also at focusing on how the key learners and faculty people differ in perceiving the importance of such factors on impacting the quality of an e-learning program?
The research intends to answer in broad perspective the following questions as well:
In this question the researcher are trying to address the quality factors which affecting the success of E-learning in Saudi Arabia based on 12 factors have been address from the literature.
The second question are to know what is the best way to increase the amount of E-learning practise in Saudi Arabia and what do the learner think predicated on their experience.
This dissertation includes six chapters in addition to its introduction. Below is a short description of every:
In this research the researcher will collect his data by quantitative method in which a questionnaire will be designed predicated on the factors which have been discovered from the literature review and then will be sent to arbitrary group in Saudi Arabia. The Data down the road will be examination to show the result and the studies.
Saudi Arabia which is the birth place of Islam and home to Islam's two holiest places in Mecca and Medina is located in the Middle East bordering the Arabian Gulf and the Red Sea. The ruler's official title is the Custodian of both Holy Mosques. The present day Saudi Point out was founded in 1932. It is a large Midsection Eastern region that ranks among the world's leading providers of petroleum, and exports more petrol than other nation. The government is monarchy type and the monarch is both the chief of point out and head of government and administratively it is divided into 13 provinces and the constitution is governed corresponding to Islamic Law. The country's legal system is dependant on Sharia law and many secular rules have been introduced. Commercial disputes are managed by special committee.
Saudi Arabia comes with an oil based current economic climate with strong federal government adjustments over major financial activities. It offers more than 20% of the world's proven petroleum reserves. It not only rates as the most significant exporter of petroleum, but also takes on a leading role in OPEC. The petroleum sector accounts for roughly 75% of budget profits, 45% of GDP, and 90% of export revenue. It is believed that about 40% of GDP comes from the private sector and approximately 5. 5 million international employees play an important role in the Saudi economy, specifically in the essential oil and service industries.
The researcher have taken this research in Saudi of same reason which we will describe them in details as
The education system in Saudi Arabia has five divisions. They are: kindergarten for children from three to six yrs. old, elementary (6-11), intermediate (12-14), secondary level (15-18), and university level (typically 19-24, with respect to the subjects studied, and the proper execution of advanced schooling). The extra stage is the ultimate phase of standard education in the Kingdom. It is a three-year period, following on from the intermediate level. Students are admitted to this stage if they have obtained the intermediate stage certificate. Normally students follow secondary stage education between your ages of 16 and 18 years. This stage is considered the most crucial period in the overall education ladder because students who effectively complete this level are eligible to become listed on any higher education institution.
The supervision of the education system in the Kingdom of Saudi Arabia is highly centralised. All educational plans are subject to federal control and supervision by the Supreme Council of Education. Books and teaching tools are uniform throughout the Kingdom. The four primary authorities in charge of education in the Kingdom of Saudi Arabia are: the Ministry of Education; the General Presidency for Women' Education; the Ministry of Higher Education; and the General Organisation of Techie Education and Vocational Training.
In this chapter we have offered a sample review about the study and what exactly are the reason to carry this research as there are always a lack in understand the practice of E-learning program in Saudi Arabia and the research want to create a good understanding to the n the information of other analysis have taken in similar field ay of the Success factors of the product quality for E-learning in Saudi Arabia. Also in this section we have describe the dissertation structure and the research question which are going to measure what are the main factors for the success of learning Quality. Finally the Saudi Background have been analyse to provide the reader the info to understand where the study have carried on and why.
The main aim of this section is to put forward the point of view of the study by laying out its qualifications information. The chapter starts with presenting the emerging trends in higher education that have lead to the launch of e-learning. After that it continues by describing the quality issue associated with this kind of learning. The section also includes a synopsis of the background information about the e-learning in Saudi Arabia.
According to a recently available publication by the UNESCO, the education sector generally speaking comprised of most of it's constitutes like the higher education is experiencing new trends that exert onto it new pressures and challenges (Hernes, 2003).
Those trends are either categorised under demography like the continuing grow and increase of human population, specifically young populations, migration between countries, increase of life span, or are credited to globalization where nations in general and learners specifically flow across borders without limits, allowing learners to obtain easy access to the best colleges in the developed countries. Finally and perhaps the main trend, is the knowledge growth combined with advanced information and communication systems which have altered forever the way information is obtained, stored, used and shown.
Despite the divide between one country to another, or within the same country, more knowledge development opportunities have been created. Information technology offer the possibility of modularization and customization of education through the utilization and re-use of learning items focusing on learners, opportunity of engaging learners more than ever and therefore changing the role of the faculty from a instructor to a facilitator.
In reaction to the challenges identified above, the development of e-learning programme with its different modes in advanced schooling is apparent and best shown by the increasing volume of e-colleges or e-universities, or the increasing volume of higher education corporations that presented e-learning programs and definitely by the expansion of enrolment rate among learners.
A analysis of e-learning in america in 2005, advised that e-learning is penetrating the higher education organizations both in proportions and breadth which e-learning is part of the mainstream of higher education. Figures of the analysis confirmed that sixty-five percent of colleges offering graduate face-to-face courses also offer graduate courses online. Sixty-three percent of classes offering undergraduate face-to-face lessons also offer undergraduate classes online. Among all institutions offering face-to-face Expert's degree programs, 44% also offer Get good at's programs online. Among all classes offering face-to-face Business degree programs, 43% also offer web business programs. The exact same study showed an increase of around 20% of learners' enrolment rate set alongside the previous time (Allen and Seaman 2005).
For different reasons, those statistics do not seem to be to be relevant abroad. The USA is certainly the world's most significant supplier of e-learning; nevertheless the market for e-learning and lifelong learning is also growing in European countries. In addition, The Arab world, which signifies 5 % of the world's overall populace, has joined the 21st century with a striking statistics which shows which it has only 0. 5 per cent of the worlds Internet surfers, which obviously effects volume of its e-learning initiatives and enrolled learners in such kind of learning systems (UNDP, 2002).
These days, computers have grown to be important educational tool equipment. Many educational organizations and training centres rely on it to provide information and learning knowledge. However, using computer systems in education has a long history and it offers deep-rooted in the field. The thought of using personal computers in training first made an appearance during World Conflict 2, in that the US navy trained farmers to utilize weapons and other equipment via this organized procedure (Horton, 2000).
The first proper use of the computer in educational organizations was seen in the 1960s, when the University of Illinois together with the Data Corporation, developed the PLATO system. PLATO is something which enabled the learning and knowledge of complex subject matter. Apple's Macintosh and Microsoft House windows operating system have since provided a standard platform which programmers can develop training programs (Horton, 2000)
E-Learning refers to the work of information and communication systems to aid the development and delivery of learning in academic and professional development institutions. E-Learning is utilized broadly with other terms such as online learning, technology-mediated learning, web-based learning, computer-based learning, etc.
several meanings of e-learning has been developed reflecting the diversity in its software, used tools and associated technologies, whatever description was used, this is of e-learning always has two fundamental terms; Learning and Technology. In a way or another, all definitions of e-learning indicate the learning that occurs with the support of multimedia items, the internet and technical applications as a delivery method. One of the highly used explanations of e-learning as:
"Education via the web, network or standalone computer; it refers to using electronic applications and functions to learn, where communication device have been used and content is sent via the Internet, intranet/extranet, music or video, Television set and CD-ROM, Disc etc as appropriate" (LTSN General Centre, 2004).
A latest definition that uses the terminology of E-learning higher education has been identified by Ally (2004) as:
"The gain access to of the web to make use of learning material; to interact with the content, instructor, and other learners; and obtain support through the learning process, in order to acquire knowledge, to construct personal meaning, also to develop from the training experience".
According to Horton (2000) "E-learning is thought as instruction delivered on the computer by using CD-ROM, Dvd movie, Internet, or intranet with the next features:
Eaton (2001) outlines that e-learning is characterized with the next features:
To understand the quality of e-learning requires full knowledge of how this kind of learning differs from the traditional design of education and the changes it brings to higher education organizations. This section presents in a broad point of view the distinctions between e-learning and traditional education which form higher education nowadays. Such distinctions will be taken into consideration when materializing a classification for quality in e-learning, and deciding what to be taken into consideration for evaluating the grade of this kind of learning.
The following areas were highly repeated in the books as key distinctions between e-learning and traditional education:
McLaughlin and Oliver (2000) believe however that the new technology have positive effect on the learning environment where more selections for varieties of learning are provided to faculty and learners. This consists of the delivery and display of content in more adaptable and variety of settings, the provision of interactivity, engagement, communication, feedback, communication and collaboration tools. Weller (2000) sees that those types of new choices will assist in the quick use of classes for easier customization and individualization leading to more satisfied learners.
With the growing amount of knowledge and information every day, and the availability of an large amount of content online, faculty members won't continue being seen as the source of knowledge, instead, matching to Cashion and Palmieri (2002), faculty customers are anticipated to steer learners where to find the most relevant knowledge and provide them with tools that instruct them how to learn.
Oblinger and Oblinger (2005) have referred to young learners of today as the "Online Generation who grew with knowledge of scientific products and facilities. Access to the internet, computer and electric games have been an everyday activity of learners' lives. Learner's todays have different targets regarding their learning styles; they favor to experience things instead of reading or hearing about them, they expect immediate reaction to questions or actions, they appreciate interactivity and dialogue (Pashuk, 2005). Learners of today consider themselves as customers who demand to be offered high quality services. They may have consumers' behaviour towards their educational program and some of its services (Bet, 2005). E-Learning institutions should be assemble to different types of learners, not only in their personal preferences and objectives but also in their level of variety.
Administrators of the academic organization are usually known as staffs who aren't participating in direct coaching or research work, their role will be to assure that the institution's systems are operating properly. Administrators are sensible to generate, maintain and improve a host that helps learners and faculty achieve their academic goals. Administrators of e-learning institution can be engaged in selecting, orienting and getting ready competent faculty for lessons, administer and take care of the technical facilities at the establishment, provide different types of faculty and learners support from the technical helpdesk, library services, financial aid, etc. Administrators can also be involved in the planning, quality assurance, performance management of a task to help the organization provide its learners better (Williams, 2003).
Although e-Learning is basically about learning somewhat than about technology; the technological infrastructure of e-learning programs is still the critical and most important component of the education systems, e-Learning is seen as a its high independence on the validity, and consistency of its infrastructure which have the role of facilitating and providing availability of the learning/coaching process and its own support services between faculty participants and learners (Pashuk, 2005).
E-Learning corporations must create their systems, guidelines and procedures to deal with issues like data security from both inside and external hazards as well as copyrights from the learners, faculty and the institutional perspectives. Creating a high quality online course can not only require the intellectual contribution of faculty members, it rather requires other key team members from the same organization or from partnered corporations. Copyright issues are usually linked to revenue posting models, particularly when the course designers are contracted or awarded any bonuses (Mendenhall, 2001).
As we realize, traditional education requires effort, money and time that lead for some difficulties in attaining the goals of learning. On the other hand, e-learning plays a part in the spread of knowledge among people around the globe by easy, fast and comfortable means that helps people to attain their personal learning objectives. Because of this, several educational organisations have proceeded across the e-learning method of facilitate and increase the process of learning. Within this section, several advantages of using an e-learning approach will be mentioned. The writer has divided the advantages into two main categories, advantages for learners, and advantages for instructors.
Advantages for learners. Corresponding to Mayer (2003) he has conclude the normal advantages that learners can gain from e-learning. The following list illustrates the primary advantages for learners:
The extensive acceptance of e-learning program makes learning more adaptable and gives liberty to learners to choose the best course which fit their needs.
Web-based and marketing training are available 24 hours per day and seven days a week that allows learners to review when they want it with no conditions or constraints. They don't need to wait for tuition classes or given time to attend.
Learners can study at their own time and they can take as much lessons as they want depending on their time and their schedule. For example, a few of them may decide to study full-time while others want to study a few hours a week.
Communication with the tutor(s) through online e-learning systems can become more helpful than the original classroom methodology.
Many different learning styles can be included in a e-learning environment and the learner can adapt his / her style or series of styles that they prefer and in the way they feel is most effective.
There is no need to wait around while for the results and degree of the course, the results can be obtained immediately.
A degree of anonymity is ensuring, therefore personal characteristics aren't considered.
Hidden costs are removed in that here are no travelling fees, parking fee, etc. Additionally it is efficient for amount of time in that almost at all times is utilized on learning no time is misused on travelling.
Learners are constantly improving their other skills, such as computer skills, internet technologies and how they apply the abilities in their jobs.
Advantages for Instructors, Matching to Mayer (2003) the most common advantages for trainers can gain from e-learning are:
Tutors have the ability to educate the course from any location. All they need is link with the internet.
Almost on a regular basis is allocated to publishing, planning, planning, producing the courses with no time squandered on travelling to attend the class.
Tutors have the opportunity to offer with course products at any time and in virtually any place such as Office, home etc.
Time put in in preparing the course materials such as handouts, having course newspaper printed are removed.
In this section we have cover a wide range on academic study to understand this subject matter as starting with this is of E-learning and what do we imply by E-learning, accompanied by another important part which is what are the deferent between E-learning and the Conventional education. Also the researcher has included quick explanation about the annals of E-Learning and the feature of E-stand its practise.
Moreover, We can see based on the books there are many advantage of E-learning for the learner for example they can study from everywhere and anytime which will be the flexibility of E-learning and also there are an advantage for the trainer as he also can teach from any place and with flexible time program.
In order to understand what constitutes quality of e-learning and the critical factors that should be addressed when assessing this kind of learning; a knowledge of the distinctions between e-learning and traditional education have to be accomplished. The first section of this section is dedicated therefore to explore what changes has been brought to higher education by e-learning. This section includes a review for the books to explore what has been recognized by the analysts and practitioners of the field as key factors that affect the quality of e-learning programs and companies and therefore should be utilized to evaluate this type of learning.
A set of highly rated and most repeated factors was then generated and categorized to create the foundation for a comprehensive framework intended for assessing quality of e-learning programs which will be used later in the empirical research.
Defining quality in e-learning and what should be considered when evaluating the grade of e-learning has been developed during the last 15 years. Regardless of the important contribution of each of those studies, an entire framework for evaluating the quality of e-learning couldn't be resolved. Developed frameworks either identify the quality of e-learning program with an importance on the class environment only or overlooked some important aspects such as the impact of the institute on the quality of E-learning programs (Cashion and Palmieri, 2002).
E-Learning has been establish by governing or accrediting body that have developed quality requirements, rules or frameworks. Such benchmarks however, were developed to help establishments arrange for their E-learning (Cashion and Palmieri, 2002) or as a self evaluation tools, so they usually address generally speaking perspective academic criteria, quality standards, specifications of competence, organizational specifications and service requirements (Harvey, 1999).
According to Vlasceanu et al (2004), this is of quality in an increased education organization differs with the changes in:
Revisiting the changes that e-learning taken to higher education especially to the role of its important stakeholders; learners, educators and administrators, it perhaps becomes rational when we look for a explanation of Quality as an idea, to consider these stakeholders first. For this reason, a growing books in neuro-scientific e-learning tends to identify Quality of e-learning programs as the amount to which principal stakeholders needs and anticipations are consistently satisfied, referring to the learners and teachers (Kistan, 2005).
Critical success factors (CSFs) are fundamental areas of performance that are crucial for the company to accomplish its mission (Rockart, 1979). Professionals implicitly know and examine these key areas when they arranged goals and since they direct operational activities and responsibilities that are important to achieving goals. However, when these key regions of performance are made explicit, they provide one common point of guide for the complete company. Thus, any activity or initiative that the organisation undertakes must be sure consistently powerful in these key areas; normally, the organisation might not exactly have the ability to achieve its goals and consequently may neglect to accomplish its mission. The term "Critical Success Factor has been adapted for most different uses. Knowledge of the term is often offered in the framework of a project or an initiative. In this framework, CSFs summarize the underlying or guiding concepts of an effort that must definitely be regarded as to ensure that it's successful.
Not surprisingly, there has been consensus in the literature that in order to assure the grade of the teaching/learning process; building a course should focus on explicit benefits that identify the goals from learners and faculty from the very beginning. Learning effects which usually drive the efficiency assessment process of courses should be also challenging and connected right to the organization overall goals and goals. (Mayer et al 2000) faculty users have to adjust course content by selecting appropriate learning styles to accomplish course goals and learners' needs.
Interaction is one of the very most widely brought up factors in the literature with regards to its impact on the quality of e-learning. (Moore, 2002)
Interaction in the e-learning environment compensates for the loss of direct and face to face contact between learners and their faculty member or acquaintances. Moore (1989) has recognized three types of connection:
Research on the grade of e-learning layed out that effective media components are those that are highly in conformance with and explicitly linked to course goals and goals Graham et. Al. (2000) also have identified four main complex components regarding the multimedia system and have an impact on learners' hence quality of e-learning programs, they are:
Clay (1999) considers the need to educate and coach faculty members how their involvement in e-learning matches with the overall strategy and objective of the organisation. He also added that discussing issues and concerns of faculty members regarding this type of learning is also very important to increase their level of understanding. The success of e-learning lessons depends on the type of development offered to faculty members, the following three areas of development have been considered by Caplan (2004) as the most important requirements because of their effect on the success of e-learning:
Reliability of technology refers to the ability of the technology to perform a required function and maintain a certain level of performance under explained conditions for a period. Stability of technology has been outlined as one of the most crucial factors that essentially impact the quality of the training experience and the success of online classes and advertising devices. Faculty people and learners can be easily sidetracked from the continuation of your teaching/learning task which often causes higher level of disappointment anticipated to unreliability or balance of technology (Hartman et al, 2000), many concerns regarding the future and substantiality of E-learning were raised caused by the uncertainties about technology dependability and its own impact not only on the quality of e-learning but also on the survival of the whole concept. Techie shutdowns confronted by learners and faculty customers throughout their learning sessions, discussions and even assignments were among those issues, and therefore reliability and stableness of technology was best in many prior studies as a crucial factor that impacts the success of the e-learning experience.
Accessibility identifies the power of learners of varying complex means and technical limits related to computer electricity, hardware constraints, bandwidth, or even to have equal opportunity of access to the courses materials alike other acquaintances. Schrum and Hong (2002) argued that there is a substantial relationship between the amount of learners falling their online courses and the down sides they face striving to access the scientific tools and accessories for the E-learning programs. Accessible solutions represents therefore a definite benefit to learners to review according with their convenient time and place, often learners will spend their times trying to solve technological problems and issue, instead of performing the learning experience. Therefore, an understanding of the scientific limits of learners, their preparedness and capability to participate equally in the training experience is necessary for the success of e-learning programme. Additionally it is important for the selection of appropriate technological infrastructure and equipment that permits learners to focus on their learning (Davis, 2004). Because of this, many e-learning organizations offer today its learning content using online and offline tools for example (CDs and Dvd disks) to support for those who have no access to high-speed and reliable connectivity.
There is no doubt about the value of learners' support services which often complement the learning/ coaching process and enhance their learner's experience. Many writers have highlighted the importance of learners support and its impact on the grade of e-learning. (Hughes, 2004) Although many institutions in higher education claim to learn the needs and wants of these learners, they do not. Cashion & Palmieri (2002) discussed that many companies go wrong by assuming that learners' needs are just educational and learning and for that reason learners support is exclusive to educational support.
Despite the assumption that lots of of today's learners are aware of the scientific tools, and facilities; the amount of learners' awareness of education technologies continues to be not up to the required level. A lot of today's learners might come in contact with e-learning courses first-time in higher education level, which means prep of learners to handle certain requirements of study, understand the new role they have to believe, and also understanding the technology they will deal with during their study is essential for learners before they start their learning experience. Corresponding to Hughes (2004), learner support tools should be go beyond educational needs, and should be extended to add:
Responsiveness to learners' enquiries, ideas or issues has been also highlighted as a key point that influences learners' satisfaction and success of the e-learning so this will impacts the quality of learning programme. Relating to Smith (2004) responsiveness of learning support tools and personnel to learners' enquiries can increase their satisfaction and tolerance; hence improve the quality with their learning. Frequently, raised percentage of e-learners is usually busy professionals or regular employees who value and appreciate the timely response to their enquiries and the availability of support when they needed.
Smith (2004) describes that option of reactive learners' support can be exhibited in three varieties:
According to Barker et. Al. (1999) effective learning required a complete institution strategy that will pay enough focus on the teaching/ learning operations, facilitates the work of faculty participants, and provides necessary support to faculty whenever will be needed beginning with its authority. E-Learning institution cannot be successful without authority commitment to create, maintain and promote a clear way for the establishment with focus on its teaching/ learning processes. Setting up the organization priorities towards the coaching/ learning quality and providing support to build up competencies and infrastructure are some perfect forms of leadership determination for effective learning experience. Top management should be involved in continuous monitoring, evaluation and improvement of the corporations' management and academics performance, within that, e-learning organizations should continuously study the learning performance, learners' satisfaction, faculty satisfaction, efficiency and cost success (Bourne and Moore, 2003).
Quality commitment is a solid factor for creating a quality culture within an institution and for assuring and preserving continual improvement. This factor has been highlighted generally in many quality management and excellence criteria or models, like the ISO 9000 and the EFQM Superiority model.
Similarly, quality commitment at all levels of the e-learning organization including top management, faculty and staff has been highlighted greatly in the books as a an important condition to the success of e-learning institutions (Mayer et al, 2001)
The changes in introduction e-learning in higher education establishment should be associated with new explanation of processes which impact organizational set ups, roles and responsibilities of learner and staff. Relating to Bates and Poole (2003), planning for e-learning programs by determining relevant and appropriate functions to the e-learning environment and improved roles and obligations of staff and faculty is known as to be always a critical success factor that effects the grade of e-learning. Procedures of e-learning aren't quite comparable to those of regular learning; many improvements have occurred to your day work of establishments with the introduction of this kind of learning. Planning for and preserving the technical infrastructure, instructional planning, working with intellectual properties, program management, administrative support for faculty and learners, coping with faculty daily workload and bonuses, governance and decision making procedures or prices the course and financial related task are only some examples of the functions that need definition or customization in the e-learning environment.
Among the changes that e-learning has created is the entire change of the needs and role of learners. In such a context, Austin (2001) argues that the starting point for defining and shaping processes within an environment for e-learning is the knowledge of customers' needs (learners, families, employers and society) that signify the input for the training / teaching
It is clear that lots of elements in the infrastructure of e-learning type of education are costly and require more financial opportunities and support from advanced schooling institutions. Getting ready learners to the kind of learning through introductory and orientation programs, the need to offer different kinds of learning styles and method that provide different learning needs, skills and skills of learners, offering more adaptable learning timings and methods, development of faculty competencies, settlement for faculty daily workload and copyrighted work, growing accessible, reliable, and maintained IT equipments, infrastructure and multimedia equipment and components, the need for timely and reactive learners' support are just few examples of what investment this kind of learning would require. Therefore, the financial management in e-learning organisation has been highlighted as a key point that needs to be used to keep up the quality of e-learning programs. (Bourne and Moore, 2004)
In this chapter we have investigated the pervious research and analysed the info to create on good understanding about the factors which impact Quality of E-learning in Saudi Arabia, the twelve factors will be evaluated to see what the effective are on for the grade of E-learning.
Based in these factors we will need under consideration the culture deference as many of these factors are effecting or s country not necessary to affect the product quality in Saudi Arabia. The twelve factors are related with the main player in E-learning which is the learner, the course, the company and the technology. Both twelve factors should be analyzed y to measure its impact.
This chapter presents a information of the research strategy used throughout the study recognized by a justification for the selection. During a short description about the info q and description of the questionnaire which were used. The next part will be about a description of the data analysis method which will be used to analyse the data in this research.
Usually data can be collected through two sources: primary sources and secondary options. Primary data sources include research, observations, and interviews. Extra data resources include Newspapers, Catalogs, Journals, Internet, etc. After turning the practical idea into a research question and researching the necessary books, the technique of research must be looked at. The methodology which is selected should be the one that would be the most effective someone to collect the data had a need to answer the study question or even to test the hypothesis. Data collection methods are mainly divided under two major methodological method quantitative and qualitative strategy. Each method is made up of several type of "data collection technique.
Quantitative research is an objective procedure which include collecting and studying the numerical data and applying statistical tools and exams' (Collis and Hussey, 2003). The emphasis of quantitative research is on collecting and analyzing numerical data; it concentrates on measuring the size, range, rate of recurrence etc. of phenomena. This type of research, although harder to create primarily, is usually highly detailed and set up and results can be easily collated and shown statistically. Qualitative research is a subjective methodology which include examining and reflecting on perceptions in order to gain an understanding of cultural and human activities' (Collis and Hussey, 2003). The research strategy in the research project is a Quantitative techniques as the researcher doesn't have sufficient time to carry further investigations also to do in person interview with the decided on sample so the mail survey would be the best choice to visit for.
To acquire data for the study project a research questionnaire will be designed and then allocated. The questionnaire included different portions seeking information about many areas of quality in E-learning factors. Multiple-choice and scale-type questions will be used to acquire response within an objective manner. In addition, wide open questions were used to gather subjective information. Licker scale of just one 1 to 5 will be used to rate the critical success factors. A questionnaire primary advantages is its efficiency in conditions of velocity and cost in making large amounts of data that may be put through statistical research, also questionnaire have inherent advantages when compared with other methods as they allow respondents to answer questions sometimes that are convenient, to see the context of a series of questions, to take time to answering, and to look up information.
According to Robson (2002), the advantages of questionnaire are the following:
In truth, Questionnaire has several some weaknesses, especially their typical low response rate. Low response rates are problematic in that they reduce self confidence about the extent to which survey findings generalize the populace from which the survey is drawn. Response errors are another problem. A third problem area arises from the conceptual inadequacy and administrative problems that may be caused by the researcher (Saunders, 2000).
To have a good interpretation of the data, it's important that data are organized so that they may be analyzed efficiently. There are a number of computer programs you can use to analyze review research. Such programs allow users to quickly type information and appearance at the data from different perspectives. Computer software programs with data source spreadsheets are accessible. Microsoft Access and Microsoft Excel are just a few of the available programs that can be used. More complex statistical programs such as SPSS (statistical package deal for social knowledge) is also ideal for data storage, nonetheless they require greater technological skill to make use of the more sophisticated statistical analyses. For quantitative data analysis the researcher will use (Microsoft Excel), as the researcher have pervious skill to utilize this program.
In this section we have describe the info collection and evaluation method which will be used in this research to get the best information consuming consideration the time that are limited for a study of this kind.
The researcher is going to use the Quantitative method to acquire his data by distributing a questionnaire to the targeted group, the questionnaire are going to add a multiple question predicated on the factors which have been uncovered from the books. Furthermore after collecting the info the researcher is going to analyse the info using Microsoft Excel software to show the info in good way so it can be handy and easy to understand.