Introduction
Electronic Learning (e-learning) is the all-encompassing unifying term to refer to the fields of online learning, Web-based training, as well as technology-delivered instruction (Alqurashi, 2011). Since the concept of e-learning technology was first adapted by several U.S. institutes in the mid 1980’s, it has become increasingly become a popular means for distance education and professional training as a result of the great accessibility of the World Wide Web together with the ease of using the tools in browsing the resources on the Web. It is estimated the number of persons that apply for e-learning course around the world increases a rate of about 25 percent each year (Chanchary & Islam, 2008). Middle-East countries have been an exception to this new learning and commerce phenomenon as a number of countries in this region have successfully adopted e-learning in their business organizations and educational institutes. Saudi Arabia is a case in point.
There has been a huge growth of internet users in Saudi Arabia following the rapid technological advances, rapid obsolescence of knowledge together with the increasing population of young people in the country. As of 2010, the country’s total IT spending was SR 27 billion and is projected to reach SR 46.3 billion by 2015, which represents a compound annual growth rate of 11.4% (CITC, 2010). According to the Harvard University demographic study of 2008 and 209, majority of Arabian Internet users were young people below the age of 35 whose majority was male users while the percentage of women among younger users under 25 almost equaled that of men. In the years between 2000 and 2010, it is estimated that the number of Internet users in Saudi Arabia has tremendously grown by 4800.0% (Chanchary & Islam, 2008). Nonetheless, internet based e-learning and distance learning is currently in its infancy stage in the Kingdom.
Saudi Arabia has one of the highest birth rates in the world and over 50 percent of the population is under the age of 20. This has translated that the Saudi Arabian education system has come under tremendous pressure to make available additional educational opportunities for its people. As a result, institutions of higher learning in Saudi Arabia are facing an increasing demand for enrolment while their capacity growth rate is still insufficient (Chanchary & Islam, 2008). This is what has necessitated the introduction of an e-learning system or distant learning in Saudi Arabian higher education institutions as a cost-effective intervention to the problem. However, there is a problematic irony that the Saudi Arabian government is yet to recognize e-learning certificates although it has undertaken major steps towards adapting the concept in its universities. This has in turn translated that companies in Saudi Arabia do not also recognize graduates that are products of e-learning (Alqurashi, 2011). The net result for this paradox has been increasing levels of unemployment among the youth and growing number of Saudi graduates seeking employment opportunities outside the country, especially in Western countries such the United States.
E-learning and Business in Saudi Arabia
The meaning of the term e-learning depends to the specific context in which it is used, whether in business or education. In business, e-learning implies to the specific strategies that make use of organizational networks to offer training courses to employees (Chanchary & Islam, 2008). On the hand, e-learning in educational settings points to a particular mode of attending a course of program of study where learners rarely or seldom meet in person, nor have access to on-campus educational facilities, because they study from a distant or online. The teacher-student interaction happens through voice, video, and print mechanisms (Abdallah & Albadri, 2010). Figure shows elements of e-learning as recognized in Saudi Arabia and around the world.
(Aboulfaraj et al, 2009)
The Saudi Arabian government considered adopting Information and Communication Technology (ICT) across the nation in 2008. Through a national plan, recommendations were made to implement e-learning and distance learning in higher education institutions. As a result, the Saudi Ministry of Higher Education launched the National Centre of E-learning & Distance Learning (ELC) for foster change and preparations of e-learning material to assist universities adopt the concept (Yesser, 2012). The initial e-books to be availed would be for computer science, engineering, medical and humanities course.
The increasing use and access of information technology for learning purposes in Saudi Arabia has been favored because of development in information and communications infrastructure, functionality, capacity and cost reduction (Abdallah & Albadri, 2010). ICT in the country that evolved the art of teaching in the country, making it more constructivist, collaborative, interactive, student based, and just-in-time. The benefits of adopting the e-learning concept in Saudi Arabia have been vast: from helping many Saudi learners and teachers to overcome the great barriers of time and space in learning and teaching; potential to interact with the outside world; easy updating and quick deployment of content; to lack of hardware and software compatibility issues (Alkhalaf, 2011).
In light of the many advantages of e-learning to the Saudi population, there is need for the Saudi government and companies to change their position on e-learning certificates. This can be achieved by running an intensive program or campaign to promote trust and confidence in Internet use and e-learning among government officials, corporate people and the Saudi community at large. All these groups are curtailed from reaping full benefits of e-learning as a result of over exaggerated security concerns and threats of harmful Internet content (Ali et al, 2003). The key players need to sensitization on protection of personal data, safety against blackmail, fraud, extortion and awareness of relevant legislation.
In the same vein, it is highly necessary to implement measures aimed at increasing Internet literacy in government, business, instructors and learners, and the general population in Saudi Arabia. In this regard, Internet should be integrated in schools’ curricula and the government should establish collaboration with training institutions and establish training facilities for user above school age (Ali et al, 2003).
The authenticity of and trust in e-learning would further be boosted if the Saudi government invested heavily increase the quality, latency, availability, reliability, and diversity of broadband across the Kingdom. This will go a long in solving the problem of slow connections that many e-learners currently experience. It will also help companies to promptly link datacenters and transform the rate of business transactions through the Internet (Alenezi et al, 2011).
In order to manage the change and adopt e-learning in business among Saudi corporations, specific action is needed towards managers and employees. It would be wise to get managers on board as a preliminary step and foster consensus among them regard the issue. Companies would them form teams to give support in the organizational training methods and demonstrate that e-learning works (Alkhalaf, 2011). This can be achieved through consistent demonstration of the technology and publicizing the concept through memos, posters, e-mail, letters, and other similar vehicles. More should also be done to create an environment that supports e-learning and the courses should be broken into manageable segments. Finally, a platform where learners can easily interact and exchange content with other students should be put in place to enable e-learning through social interaction (Aboulfaraj et al, 2009).
Summary and Conclusion
In summary, accreditation of e-learning by the Saudi government and companies will bring a host of benefits. It promises to ignite a much needed revolution in the education sector will in turn empower more Saudis to access university education, more training for the large unskilled labor, avail a large platform of knowledge to students at all levels of education, and grow the understanding of the lifelong learner. E-learning is a great tool for improving the technical skills of the Saudi national workforce, which will ensure that the country has a consistent supply of highly qualified technical persons who would improve the country’s productivity (Alenezi et al, 2011). In addition, e-learning would enable Saudi Arabia to address its problems of teacher shortages, insufficient physical schools, and educational needs of people in remote areas of the country.
In conclusion, increased acceptance of learning and its outcomes in education and business would be achieved by increasing broadband connectivity, more government initiatives, statutory training, new IT and business systems, and making use of soft skills (Ruth & Houghton, 2009).
References:
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Alenezi, R. A., Karim, A. M. A., & Veloo, A. 2011. Institutional Support and E-Learning Acceptance: An Extension of the Technology Acceptance Model. Retrieved from: http://www.itdl.org/Journal/Feb_11/article01.htm
Ali, H.S., Sait, M. S., & Al-Tawil, M. A. (2003). Perceptions about e-learning in Saudi Arabia. Retrieved from: http://www.ccse.kfupm.edu.sa/~sadiq/research/conferences-pdf/Ali_ICASE_Apr2003.pdf
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Communications and Information Technology Commission. 2010. IT Report 2010: On the Internet Ecosystem in Saudi Arabia. Retrieved from: http://www.citc.gov.sa/English/Reportsandstudies/Reports/Documents/IT%20006%20E%20-%20IT%20Report%202010.pdf
Ruth, A., & Houghton, L. (2009). The Wiki Way of Learning. Australian Journal of Educational Technology. Retrieved from: http://www.ascilite.org.au/ajet/ajet25/ruth.html
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