Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.821417
Title: Investigating behaviours and attitudes towards use of social media as a learning technology among higher education students in Saudi Arabia
Author: Algarni, Fatimah
ISNI:       0000 0004 9359 3190
Awarding Body: University of Brighton
Current Institution: University of Brighton
Date of Award: 2020
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Abstract:
One of the most interesting recent developments in the field of education is the transformation of students from mere consumers of knowledge to active producers, owing to the proliferation of technology and social media. Extant literature has focused on this aspect extensively, analysing how social media has changed the attitudes and behaviour of students, allowing them to freely express their opinions, and the consequent implications of the same towards teaching and learning. Most of these studies however, are based on Western institutions and users, where social media interactions between teachers and students, as well as contributions from students are relatively common. The findings of these studies may therefore not be applicable in contexts and cultures where such interactions and contributions are not common, such as the Saudi Arabian education system. While some studies have indicated that present-day students in Saudi Arabia consider themselves as part of the “connected generation” and have favourable attitudes towards the use of social media for learning, research in this context remains scarce. There is very little known about the ways in which social media is being used as a learning technology within the Saudi higher education systems and the extent to which it is effective. This thesis therefore investigates the behaviour and attitudes of higher education students in Saudi Arabia towards the use of social media as a learning technology as well as the use of social media by teachers and Universities in Saudi Arabia for teaching and learning. Drawing on prominent educational and cultural theories, the study highlights the mediating role of culture, disciplinary and gender differences in driving the current and potential uses, and implications of integrating social media into higher education in Saudi Arabia. In order to fulfil the research objectives, the thesis employs a mixed mode methodology focusing on students, teachers and administrators from three Universities in Saudi Arabia – King Saud University, Princess Nourah University and Al-Emam University. The research design comprises a primary quantitative strand consisting of surveys with three groups of participants from the selected Universities, and a secondary qualitative strand consisting of interviews with a subset of all the three groups of participants. The quantitative data is analysed using a variety of statistical tests and the qualitative data is analysed using thematic analysis. The findings of the study demonstrate that while the behaviours and attitudes of students and teachers in Saudi higher education corroborate existing studies and assumptions to some extent, they also deviate from them in several ways. Key deviations include the way technology is enabling change in attitudes and practices in the Saudi Arabian education system. Social media is already being used by students, teachers and Universities both inside and outside the classrooms to aid communication, information seeking, information sharing, collaboration and various other teaching and learning activities. While it could be argued that these are supplements to teaching and the essential nature of teaching and learning remains the same, it nevertheless shows a paradigm shift as far as Saudi's educational culture is concerned, in that it challenges the notion of Saudi educational institutions as strict, instructor-controlled, one-way communication systems. To this end, the use of social media as a learning technology is already prevalent. The findings also reveal areas where the use of social media for learning remains limited, a certain lack of social media policy guidelines for teachers, a variety of barriers for further integration of social media into Saudi higher education, and several differences in the attitudes of staff and students towards use of social media as a learning technology. The findings also highlight the definitive roles that culture and gender play in driving the social media behaviour and attitudes of the participants. Overall, the findings not only shed light on the ways in which social media is currently being used in Saudi higher education, but also highlight the gaps that can be filled, the concerns that must be addressed, and the critical success factors that must be ensured in order to enable continued use and successful further integration of social media as a learning technology into the realm of Saudi higher education. The contribution to knowledge in this study is presented as an implementation model for advancing the use of social media as a learning technology in Saudi higher education.
Supervisor: Gill, Deshinder ; Greener, Susan ; Piatt, Katie Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.821417  DOI: Not available
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