You are here:

E-learning as a Motivator in Teaching and Learning in The Saudi University Context

, Indiana University of Pennsylvania, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Kona, Hawaii, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA


The number of students who are enrolling in online courses is expanding exponentially. For this reason, many schools in the Kingdom of Saudi Arabia (KSA) are moving towards an electronic means of teaching, termed e-learning. E-learning is a fundamental approach that has become popular within the last decade, and educational institutions are competing to broaden online programs to accommodate the increasing number of students. Moreover, recent research shows that Saudi Arabian students are motivated to use technology, regardless of a faculty’s inability to assimilate e-learning in teaching and learning processes. This paper endeavors to assess the critical role of e-learning as a motivator for enhancing teaching and learning in public schools and universities in the KSA, and also provides recommendations on how faculty can make e-learning more effective and motivating in teaching and learning processes.


Alsayyali, N. (2015). E-learning as a Motivator in Teaching and Learning in The Saudi University Context. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 251-255). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .


View References & Citations Map


  1. Afifi, M.M., & Alamri, S.S. (2014). Effective principles in designing e-course in light of learning theories. Turkish Online Journal of Distance Education, 15(1), 128-142.
  2. Al Seghayer, K. (2013). The impact of four reading motivational constructs on motivating EFL learners to read online texts in English. International Journal of Computer-Assisted Language Learning and Teaching, 3(2), 56-81.
  3. Alaugab, A.M. (2007). Benefits, barriers, and attitudes of Saudi female faculty and students toward online learning in higher education (Doctoral dissertation). University of Kansas, Lawrence, Kansas.
  4. Albalawi, M.S. (2007). Critical factors related to the implementation of web-based instruction by higher-education faculty at three universities in the Kingdom of Saudi Arabia (Doctoral dissertation).University of West Florida, Pensacola, Florida.
  5. Aldosari, H. (2014). Diffusion of innovations in ELT Saudi contexts: From theory to practice. Arab Journal for the Humanities, 32(125), 157-170.
  6. Alenezi, A.M. (2012). Faculty members’ perception of e-learning in higher education in the Kingdom of Saudi Arabia (Doctoral dissertation). Texas Tech University, Lubbock, TX.
  7. Al-Saleem, S. (2007). Local framework for adaptive e-learning based on LMS model: A case study. In D. Remeni (Ed.), 2nd International Conference on E-Learning, (P. 7-10). New York, NY: Academic Conferences
  8. Clark, R.C., & Mayer, R.E. (2011). E-learning and the science of instruction proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Pfeiffer.
  9. Cook, R.G., Ley, K., Crawford, C., & Warner, A. (2009). Motivators and inhibitors for university faculty in distance and e-learning. British Journal of Educational Technology, 40(1), 149-163.
  10. Farooq, M.U., & Javid, C.Z. (2012). Attitude of students towards e-learning: A study of English language learners at Taif University English Language Centre. Journal of Critical Inquiry, 10(2), 17-31.
  11. Fryan, L.B., & Stergioulas, L. (2011). Critical success factors for the adoption of e-learning in the Kingdom of Saudi Arabia educational institutions. Proceedings of the 10th European Conference on E-Learning: Brighton Business School, University of Brighton, UK, 63. International Journal of Educational Administration, 2(2), 329-333.
  12. Hamdan, A.K. (2014). The reciprocal and correlative relationship between learning culture and online education: A case from Saudi Arabia. International Review of Research in Open and Distance Learning, 15(1), 309-336.
  13. Islam, M.N. (2011). Independent English learning through the internet. Journal of Language Teaching and Research, 2(5), 1080-1085. ., & Eteokleous, N.N. (2014). Face-to-face vs online learning: Factors influencing success. ICICTE proceedings, 65-72.
  14. Liton, H.A. (2012). Developing EFL teaching and learning practices in Saudi colleges: A review. International Journal of Instruction, 5(2), 129-152.
  15. Liu, E.Z., & Lee, C. (2013). Using peer feedback to improve learning via online peer assessment. Turkish Online Journal of Educational Technology, 12(1), 187-199.
  16. Nagar, S. (2010). Comparison of major advantages and shortcomings of distance education. International Journal of Education Administration, 2(2), 329-333.
  17. Wang, S. (2014). Collaboration factors and quality of learning experience on interactive mobile assisted social ELearning. Turkish Online Journal of Educational Technology, 13(2), 24-34.
  18. Wang, T.J. (2010). Educational benefits of multimedia skills training. Techtrends: Linking Research and Practice to Improve Learning, 54(1), 47-57.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact