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Title: The perception of using web based learning by undergraduate students in the Kingdom of Saudi Arabia
Author: Aboalhaj, Abdulrahman
ISNI:       0000 0004 5358 2964
Awarding Body: University of York
Current Institution: University of York
Date of Award: 2015
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Recently, the Kingdom of Saudi Arabia implemented a policy to develop its educational infrastructure to reduce oil dependency. Saudi Higher Education (SHE) has come under increasing pressure to mobilise new technologies; however, pedagogical change has proven difficult. Web Based Learning (WBL) has recently emerged as a tool increasingly used within education for communicating and sharing information. A growing number of studies into WBL have largely ignored students’ perspective, a necessity to conceptualise the next generation of WBL. Therefore, this Thesis explores WBL’s nature and how it facilitates individual learning and knowledge sharing in Saudi Arabia. 48 SHE students participated in a user-oriented, process-based, exploratory and qualitative study. Research questions were conceptualised using theoretical sampling, in-depth interviewing, 3-step coding, and Constant Comparison Data Analysis methods. Investigative issues consisted of two perspectives. The technological perspective researched participants’ digital technologies constructs, perceived self-efficacy and awareness of technology importance and usefulness. The administration perspective investigated the roles of undergraduate students; importance of technology integration; infrastructure, training and support; and the importance of building a technology resource-base. The core findings highlight that effective integration of digital technologies currently appears challenging. All participant groups exhibited difficulties in conceptualising effective technology integration, however other results were optimistic. Participants reported a high degree of technology familiarity, expertise, awareness and self-efficacy. However, three major challenges were identified; domination of cultural-religious conservatism; traditionalism in curriculum design/associated pedagogical practices; the centralised process of implementing technology. The research sheds light on the role of Experiential Learning Theory and Narcissism Theory and how learning is conceptualised, tacit knowledge made explicit, and shared within different contexts of using WBL. Furthermore, this study provides educators and educational organisations with real data that defines good practice in WBL’s use.
Supervisor: issitt, John Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available