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The results showed that there is a difference between the levels of e-learning based on different
components of identity. The gender perceptions were the first indication of differences, with perceptions
by females being more positive than that of males. This was followed by age differences in which the ages
under fortyfour years old had a stronger perception of e-learning than those over the ages of fortyfive. The
educational level was also noted as being affected by the perceptions of e-learning being stronger with
those who had a bachelor’s degree. The results showed that faculty members who had less teaching
experience had a stronger perception than those who had been teaching for more than ten years.
Nationality was also influenced in terms of the positive outlook by nonSaudi. There was an overall positive
outlook toward e-learning by faculty members with the belief that it is a tool that enhances learning. When
responding to questions about the challenges and obstructions of e-learning, participants revealed that a
lack of tools and knowledge created impediments to teaching e-learning courses.

Alkhalaf and his colleagues (2012a) investigated e-learning in higher education institutions in
Saudi Arabia This paper presented findings from a previous study by the same author evaluating e-learning
systems in the Kingdom of Saudi Arabia. The study looked at e-learning systems as a technological
development that has reformed and restructured the delivery and interaction of students and teachers with
course materials and related resources. For the study, e-learning systems have been widely used in
developed countries and have recently become more popular in many developing countries. Finally, the
study adopted the view that little attention has been paid to the issue of measuring the impact of e-learning
on academic staff at higher educational institutions in the Kingdom of Saudi Arabia.

Responding to the gap in the literature, this study investigated the impact of e-learning systems in
higher education institutions in this context. A survey based on the IS Success/Impact Measurement
Framework was executed in a sample population of faculty members using eattitudes towards e-learning
systems in higher education, helping faculty members to improve their job performance, and educational
organizations to provide better and new products and services to users.

Salem Alkhalaf, Drew, S., & Alhussain, T. (2012b) assessed the impact of e-learning on learners in
Saudi Arabia throughout a survey. Their paper asserted that measuring the impact of e-learning systems on
learners is central to the development of suitable and effective e-learning systems. Students from two
different universities in the Kingdom of Saudi Arabia were surveyed to capture their perceptions regarding
their current e-learning systems.

This paper reported on the impacts that the e-learning systems have had on student participant's
performance with regard to the depth of learning, customization of learning pace, student productivity, and

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