In the past few years, a new wave of many technologies, particularly the Internet has emerged with the potential to further enhance the teaching and learning environment in higher education. Many studies in the recent years have shown that E-learning use in the classrooms has increased over the past years. However, the process of E-learning and its applications is limited in the Kingdom of Saudi Arabia. Through this empirical study, a limited research was initiated to track the perceptions of the students toward the E-learning. The results indicate an overall positive attitude towards the E-learning

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International Journal of Information Studies. Volume 4 number 2 April
2012.
Graduate Students' Attitude towards E-learning:
A Study Case at Imam University
Abdullah Almobarraz, PhD Ahmed FARAG, PhD
Imam University Imam University (KSA)
P.O. Box 25957 Assiut University (EGY)
Riyadh 11573 ahmadfarag@yahoo.com
Saudi Arabia
almobarraz@gmail.com
Abstract: In the past few years, a new wave of many technologies, particularly the Internet
has emerged with the potential to further enhance the teaching and learning environment in
higher education. Many studies in the recent years have shown that E-learning use in the
classrooms has increased over the past years. However, the process of E-learning and its
applications is limited in the Kingdom of Saudi Arabia. Through this empirical study, a limited
research was initiated to track the perceptions of the students toward the E-learning. The
results indicate an overall positive attitude towards the E-learning.
Introduction:
The information and communication technology (ICT) have impacted the E-learning process
in universities and higher educational institutions and changed the ways people learn.
Among all the technologies, the Internet perhaps is the most influential medium in the
educational system. One reason can be seen from its popularity and wide spread use
worldwide. The Internet breaks the geographical border between the learners and the
teachers. The physical presence of students in classrooms is not mandatory to learn and a
pre-requisite to obtain a degree. E-learning makes possible to interact among participants
and stakeholders, read books, listen to lectures, do homework, and be tested by teachers
while students in their home.
The general concept of E-learning can be described as a learning environment that applies
different types of technology such as computers, multimedia software, Internet applications
to enhance the experience of people. Stockley (2006) defines it as “the delivery of a
learning, training or education program by electronic means”. E-learning involves the use of
a computer or electronic device (e.g. a mobile phone) in some way to provide training,
educational or learning material. In the past, the term e-learning referred to any method of
learning that used electronic delivery methods. With the advent of the Internet however, e-
learning has evolved and the term is now most commonly used to refer to online courses.
(Monahan, 2008)
E-learning may be exhibited in different types (WorldWideLearn, 2007): The significant
among them are the following.
 Purely online - no face-to-face meetings
 Blended Learning - mixture of online and face-to-face meetings
 Synchronous (videoconference, chat…)
 Asynchronous (emails, files, forums, blogs…)
 Online class led by an instructor
 Self-study method
 Self-study with subject matter expert
 Web-based learning

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 Computer-based (CD-ROM)
 Video/audio tape
Although E-learning becomes an essential method in higher education, the implementation
of it in Saudi Arabia’s universities is still at the infant stage. The Department of Libraries and
Information Sciences of the Imam University, for example, implemented the E-learning
process at the graduate level program for a while. However, it was discontinued due to the
closure of graduate program in the department. It is important that the E-learning process
has to be re-initiated due to its increasing impact. Before doing so, the end-users, the
students need to be assessed for their understanding, requirement and perception. Such an
exercise will enable a real implementation. Hence, this study examines the perception of
students, studying in the graduate program of Libraries and Information Sciences, towards
E-learning.
Previous work:
The importance of communication and the benefits of E-learning have been highlighted in
previous literature (Hamburg et al., 2003; Preece, 2000; Salmon, 2002; Thurmond &
Wambach, 2004)
The subject of E-learning is one of the vital issues that gains attention from researchers in
the area of information, communication, and education. Many studies have been conducted
in different regions across countries that discuss the implantation of E-learning in education.
We, in this study examine the several previous works that reported the E-learning in different
countries of the world. This process enables us to understand the current environment and
the relationship among similar studies.
In Iran, Yaghoubi et al. (2008) examines the opinion of virtual students’ attitudes towards E-
learning. The study is based on students’ experiences taking an online learning unit offered
by the University of Technology, Iran University of Science and Technology (IUST), and
Shiraz University through their websites. The result indicated that students have positive
opinion toward E-learning. It also showed that the two highest rated advantages of E-
learning system were “flexibility in time and place” and “ease and quick share of learning
materials". On the other hand, the highest rated difficulty was “technology issues”. In
addition, the finding indicated that 68% of variation in virtual students' perceptions of E-
learning was determined by four variables: students’ assessment about competency of E-
learning, access to internet, computer and internet usage and assessment of current higher
education system’s shortcoming.
In another study, Asandului and Ceobanu (2008) investigated Romanian students’
perceptions concerning E-learning in comparison with traditional educational model from the
following points of view: efficiency, intelligibility, amount of knowledge acquired, and
updating content. The updating content, efficiency, and the amount of knowledge acquired
criteria were very well appreciated while by the intelligibility criterion the E-learning model is
lower rated.
Heaton-Shrestha et al. (2007) examined whether student learning style has an impact on
use of E-learning technology such as a virtual learning environment (VLE). The authors
conducted two rounds of interviews with 71 students. The findings revealed that the most
valued features of the VLE were the contents and announcements areas. It also found that,
contrary to expectations, flexibility of learning was not a great priority for respondents, most
of them were enrolled full-time in conventional, campus-based courses making use of a VLE
to support the delivery of the curriculum. On the whole, VLE usage patterns followed
conventional studying patterns. Other finding revealed that the VLE was not used principally

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as a means of communication; even discussion boards served more as a resource/logistical
function than as a communicative one.
In Singapore, Fang (2007) explored how the cultural characteristics of Singapore students
influenced and shaped their E-learning experience in a blended-learning program. The
findings suggest that the students’ culture at the national, ethnic and cyber levels could have
influenced what they considered useful, enjoyable, and effective.
Importance of Study
E-education systems are generally considered as one of the recent trends imposed by
information and communications revolution in the Arabian environment. The significance of
this study, besides its effectiveness on the future directions of the Arab academic societies,
is the rarity of similar studies in the Arab world. In addition, the special interest to this study
is the measurement of the perception and behavior of postgraduate students toward E-
learning systems through three main dimensions: perceiving usefulness, perceiving ease of
use, and attitude towards using E-learning. Hence, the researchers hope that this work will
be a good beginning and may lead to further empirical studies and consequently fill the gap
in this research area.
Goals
The study focuses on measuring perception and behavior of the students in doctorate
program in the Department of Library and Information in Imam Muhammad Ibn Saud Islamic
University towards E-learning. Therefore, it aims to measure:
 The extent of benefits of using E-learning.
 Perceptions relating to the ease of use associated with the system; and
 Attitude of students towards the e-learning system.
The main purpose of focusing on these objectives is to know the impact of E-learning to end-
users. This study could contribute in supporting the measure of weaknesses in E-learning
systems in the library and information departments as well as any other convergences or
core deficiencies in these systems. Accordingly, specialists can create a comprehensive
view including all the essential factors that lead to more improvement to E-learning method.
Research Questions
The following research questions will be investigated to meet the aims of the study:
1. To what extent do E-learning meet usefulness characteristics as perceived by students.
2. To what extent do E-learning meet ease of use characteristics as perceived by students.
3. What attitudes do student have toward E-learning?
Methodology:
The data for this study is based on doctoral students' experiences using E-learning system
offered by the Department of Library and Information at Imam University in Riyadh, Saudi
Arabia. The department was the sole one in the entire university to implement the system for
two classes at doctorate level. The total number of students studying in those classes was
16. Therefore, a total of 16 questionnaires were sent to the target population, out of which
and 13 were returned, indicating a response rate of 81.25%.
The questionnaire had two sections, one for ‘demographical information’ which was
designed by using five closed-end questions on gender, age, computer skills, electronic
resources skills, and past experience of using E-learning. The second component was the
‘measurement section’ which has 15 statements based on five point ‘Likert’ scale to measure
the variables of the study. The variables are based on Technology Acceptance Model (TAM)
developed by Davis (1989). This section intended to measure E-learning in terms of ease of
use, usefulness, and attitudes, which were adapted from Davis (1989).

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Data analysis and results:
The characteristics of the participants are summarized in Table 1. As indicated, the overall
sample was distributed by gender (76.92% female and 23.08% male). The participants
consisted of 7.68% in the age group from 26 to 30 years old, 38.47% in the age group from
30 to 35, 38.47% in the age group from 36 to 40 and 15.38% in the age group over 40 years
old. Concerning computer skills, the table shows that 53.84% of participants have a high
experience, and 46.16% with average skills. Regarding electronic resources skills, the
analysis indicates that 38.47% have an excellent experience and 61.53% average. Past
experiences of participants in using E-learning indicates that 38.47% had used E-learning,
while the majority (61.53%) used it for the first time.
Table 1. Demographic Information of Students
Variables Frequency Percent
Gender Male 3 23.08%
Female 10 76.92%
Age 20 – 25 0 0%
26 – 30 1 7.68%
31 – 35 5 38.47%
36 - 40 5 38.47%
Over 40 2 15.38%
Computer Skills High 7 53.84%
Average 6 46.16%
Weak 0 0%
IR Skills High 5 38.47%
Average 8 61.53%
Weak 0 0%
Past experience Yes 5 38.47%
No 8 61.53%
Descriptive statistics was used to investigate students’ perspectives on each variable of the
study. Percentage and mean for each survey item question were reported using 5-point
‘Likert’ scale to measure how strongly participants agreed or disagreed with surveyed items.
The researchers classified the ‘Likert’ scale responses as follows: strongly agree = 5, agree
= 4, neutral = 3, disagree = 2, strongly disagree = 1.
As shown in table 2, the mean of the agreement with the first statement (“I think it is
easy to use E-learning”) ranges from agreement to strong agreement and represents the
highest score with 4.61, whereas the second statement, “E-learning needs great efforts to
acquire the skill to use”, scores the lowest with 2.92. The statement “Interaction with the E-
learning requires a lot of mental effort’” has an agreement score of 3.07, while the last
statement, E- learning is not flexible, has mean agreement of 3.76.
Calculating the mean of all statements generates the general mean of the variable
“ease of use”. This process indicates that students’ perception of E-learning regarding ease
of use scores 3.59, ranging from neutral to agree.
Table 2. Students’ Perceptions toward ‘Ease of use of E-learning System’
MeanStrongly
disagree
DisagreeNeutralAgreeStrongly
agree
Variables
4.610%0%0%38.46%61.53%I think it is easy to use

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E-learning
2.9215.38%30.76%0%38.46%15.38%E-learning needs great
efforts to acquire the
skill to use
3.077.69%38.46%15.38%30.76%7.69%Interaction with E-
learning requires a lot
of mental effort
3.767.69%61.53%30.76%0%0%E- learning is not
flexible
3.59General mean
Table 3 measures the variable of usefulness, reveal that all statement reaches high level of
agreement ranging from ‘agree’ to ‘strongly agree’. Among all of them, the statement “The
use of E-learning will help to complete the work smoothly” has the highest mean with the
score of 4.38, while the first statement, “The use of E-learning increases the student”, scores
the lowest with a mean of =4.
Calculating the mean of all statements generates the general mean of the variable
“usefulness”. This process indicates that students’ perception of E-learning regarding
“usefulness” the scores 4.25, that ranges from ‘agree’ to ‘strongly agree’. This result points
out that participants believe the ‘usefulness’ as a crucial factor in motivating them to use E-
learning systems.
Table 3. Students’ Perceptions Toward Usefulness of E-learning System
MeanStrongly
disagree
DisagreeNeutralAgreeStrongly
agree
Variables
40%0%15.38%69.24%15.38%The use of E-learning
increases the student
productivity
4.300%0%7.70%53.84%38.46%The use of E-learning
improving the quality of
the work of student
4.300%0%15.38%38.46%46.15%The use of E-learning will
help to complete the work
more quickly than usual
4.380%0%7.70%46.15%46.15%The use of E-learning will
help to complete the work
smoothly
4.300%0%7.70%53.84%38.46%The use of E-learning is
useful for students
4.25General mean
Table 4 presents students’ attitude toward E- learning systems. The attitude
represented in the statements “Dealing with E-learning increases interaction between the
students with each other” and “Dealing with E-learning increases the interaction between
students and professors” found to be the greatest factors according the mean scores which
reaches 4.53 for each one of them. The attitude toward the statement “the use of E-learning
is an enjoyable experience for students” had the lowest mean with score of 3.99. However,
the general mean shows that students have positive attitude toward E-learning (mean =
4.33).
Table 4. Students’ Attitudes Toward of E-learning System

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MeanStrongly
disagree
DisagreeNeutralAgreeStrongly
agree
Variables
4.380%0%7.70%46.15%46.15%The use of E-learning in
teaching is a successful
idea
4.300%0%15.39%38.46%46.15%The use of E-learning is an
appropriate method
3.990%0%15.39%30.76%53.84%The use of E-learning is an
enjoyable experience for
students
4.3053.84%30.76%7.70%7.70%0%1he use of E-learning does
not give in addition to
traditional methods of
teaching
4.537.70%0%0%15.38%76.92%Dealing with E-learning
increases interaction
between the students with
each other
4.530%7.70%0%23.07%69.23%Dealing with E-learning
increase the interaction
between students and
professors
4.33General mean
Conclusion and recommendations
The students in the present study had framed well understanding and perception of E-
learning. They found the E-learning system as easy to use and useful. Hence, they had a
positive attitude toward implementing it in higher education. However, the factor ‘ease of
use’ has the lowest rate (3.59%) among the other two factors. The reason can be attributed
to the average skills of most students in using electronic resources (61%) as well as to the
average skills of about half of the students in using computer.
As with any other study, the current study has a few limitations despite its strengths. Among
the limitations of this study, the major one is the low number of participants in assessing E-
learning. The reason is that the E-learning was implemented for a short span of time.
Based on the findings, the following recommendations are presented for enhancing E-
learning system in Imam University:
1. There is a need to expand the use of E-learning to more programs in the university.
2. More training for students to enhance the skills of using computers and electronic
resources is necessary. The training will help to increase the level of awareness in
using E-learning applications such as: E-learning resources, communication tools
etc.
3. E-learning should be implemented in educational programs in an enhanced way by
including the modern innovative Internet technologies such as Interactive learning,
blogs, list servers, wikis and social web.
4. The present study has applied quantitative method to collect the data. So qualitative
research in the use of E-learning is essential to draw other kinds of results.

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