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Online Learner Satisfaction and Collaborative Learning: Evidence from Saudi Arabia
ARTICLE

, School of Information and Communication Technology, Griffith University, Southport, QLD, Australia ; , Department of Accounting, Finance and Economics, Griffith University, Southport, QLD, Australia ; , School of Information and Communication Technology, Griffith University, Southport, QLD, Australia ; , Griffith Institute of Higher Education, Griffith University, Southport, QLD, Australia

IJICTE Volume 9, Number 2, ISSN 1550-1876 Publisher: IGI Global

Abstract

Despite the considerable potential for e-learning to improve 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 in investigating the underlying reasons for this situation. 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 interactions do occur, students indicate overwhelmingly that they find such interactions useful. 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.

Citation

Alkhalaf, S., Nguyen, J., Nguyen, A. & Drew, S. (2013). Online Learner Satisfaction and Collaborative Learning: Evidence from Saudi Arabia. International Journal of Information and Communication Technology Education, 9(2), 66-78. IGI Global. Retrieved April 5, 2020 from .

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