Академический Документы
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Культура Документы
in Saudi Arabia
April 2003 2
Introduction
The rapid technological advances, shifting market conditions, rapid
obsolescence of existing knowledge and increasing population are
challenging the education systems to provide additional
opportunities without increase in cost.
One possible answer to this challenge is to develop distance
education programs (in particular to use and adapt to technology)
Traditionally distance education programs were considered useful
for adults who missed college education, those who had time and
distance constraints, physical disability and workers who wanted to
update their knowledge at their places of work.
Now anyone is potentially a distance learner, a concept that has
implications for educational institutions and teachers.
April 2003 3
Introduction (Cont’d)
In its simplest form, distance learning takes place when a teacher and student(s)
are separated by physical distance. The teacher student interaction can take place
using voice, video, data and print (by correspondence).
A form of distance learning that uses Internet and Internet technologies as a
medium to impart training is known as Electronic Learning (eLearning).
Use and access of information technology for educational purposes has increased
Due to advances in information and communications infrastructure,
capacity,
functionality, and
reduction in cost
Moreover, information and communication technology is suitable for evolving
the art of teaching that is
Constructivist
Interactive
Collaborative
learner centered, and
just-in-time
April 2003 4
Introduction (Cont’d)
Surely, more than any other media, the Internet and the
Web help overcome the barriers of time and distance in
teaching and learning.
The use of Internet for eLearning offers many advantages
over traditional distance learning modes. Some of these
are:
time and place flexibility;
potential to reach a global audience;
quick deployment and easy updating of content;
no concerns of compatibility of hardware and software and
archival capabilities
April 2003 5
Introduction (Cont’d)
April 2003 6
Need for eLearning in Saudi
Arabia
April 2003 7
Need for eLearning (Cont’d)
With over 50% of the country’s population under the age of 20 and
one of the highest birth rates in the world, Saudi Arabian higher
education institutions have been facing a growing demand for
enrollment.
The capacity growth rate of existing Saudi universities doesn’t
match the current growth rate in enrollment demand.
This has resulted in overcrowded classrooms with a consequent
reduction in the quality of learning.
A viable eLearning system represents an excellent cost-effective
solution to these problems. Furthermore, it addresses other
problems such as shortage of instructors, sparsely located schools
and educational needs of population in remote areas.
April 2003 8
Need for eLearning (Cont’d)
April 2003 9
Need for eLearning (Cont’d)
Percentage of young population not attending
schools
40.00
39.00
Percentage of young
38.00
37.00
population
36.00
35.00
34.00
33.00
32.00
31.00
1991 1992 1993 1994 1995 1996 1997 1998 1999 2000
Year
April 2003 10
Need for eLearning (Cont’d)
Summary:
April 2003 11
Need for eLearning (Cont’d)
45.00
40.00
Percentage
35.00 Male
30.00 Female
25.00
20.00
92
94
91
93
95
96
97
98
99
00
19
19
19
19
19
19
19
19
19
20
Years
April 2003 12
eLearning in Saudi Arabia
In this regard a project has been launched to connect schools and
educational directorates by means of a wide area network covering
the entire country.
This project is known as WATANI Schools’ Net project. The
project is also going to establish local area networks within every
educational directorate.
The Schools' Net Project is expected to provide every student,
teacher, parent and educator with a multitude of services and a huge
source of reference information.
The resources will be mostly developed in Arabic Language and
will involve the technological training of more than 300,000 male
and female teachers and other support staff. This phase of the
project involves use of on-line training.
April 2003 13
Results from our survey
April 2003 14
Preferred venue for online
courses
April 2003 15
Reasons for taking online
courses
April 2003 16
Reasons for not taking online
courses
April 2003 17
Fig 4
April 2003 18
Gender preferences in taking online
courses
April 2003 19
Fig 5
April 2003 20
Notes on Fig 5
April 2003 21
Effect of region on taking online remedial
education
April 2003 22
Effect of region on taking online high school
course
April 2003 23
Effect of xxxxxxx respondent
xxxxxxxxxxxxxxxxxxx
April 2003 24
Effect of education level of
respondent
Fig 8 x
April 2003 25
Effect of education level of
respondent
April 2003 26
Conclusion
According to our survey, as of now majority of the respondents
prefer not to take courses on the Internet however this trend is
expected to change.
Those who want to take courses on the Internet; they do so because
they like computers.
The major reason for not taking courses on the Internet is that these
courses are not considered equivalent to regular courses in the
country and moreover online courses are not accredited in the
country.
Gender doesn't affect user responses for distance learning.
However, respondents living in remote areas and small villages are
more interested in receiving high school education via eLearning
than those who live in major cities.
April 2003 27
Acknowledgments
April 2003 28
Thank you
April 2003 29