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Saudi universities. The findings also suggested administrators, researchers, decisionmakers, and
policymakers should carefully plan, design, implement and promote e-learning with a clear vision in Saudi
Arabia.

Then, Naveed and his colleagues (2017) studied the various barriers affecting the successful
implementation of e-learning in some Saudi Arabian universities. The study reviewed various barriers from
literature and identified the most important e-learning barriers which are described and grouped in four
dimensions such as (1) Student, (2) Instructor, (3) Infrastructure & Technology, and (4) Institutional
Management. Sixteen barriers falling under these relevant dimensions were validated their importance
quantitatively through university Students, Instructors, and e-learning staffs of some well know universities
in Saudi Arabia. A survey instrument was developed and tested on a sample of two hundred and fiftyseven
respondents of Saudi Arabian Universities. It was found that the infrastructure and technology dimension
is the most significant as perceived by respondents. The results of the study also reveal that all barrier
factors are highly reliable, therefore should be taken care of for the successful implementation of e-learning
systems.

After that, Al Gamdi and Samarji (2016) investigated the barriers towards e-learning as set by
faculty members at a recently established university in Saudi Arabia. Their paper investigated the
challenges of adopting e-learning in higher education by focusing on one of the recently established Saudi
universities as a case study. Quantitative data were collected through 214 questionnaires. Findings from
quantitative data analysis revealed a number of barriers that challenge the effective implementation of e-
learning at the targeted Saudi university. The paper found that barriers towards e-learning are
genderrelated. In addition, this paper reports that the most cited barriers were external sources barriers
which suggest that strategic policies need to be in place to overcome such resource barriers. Once external
sources barriers are overcome, the focus can shift on the pedagogical opportunities that e-learning creates
and makes possible. As e-learning is a developing field of interest in Saudi higher education institutes, this
paper adds to the little literature conducted so far in a Saudi context. In addition, findings from this paper
contribute to the global literature on e-learning in a globalized and connected world.

Similarly, AlAsmari and Khan (2014) searched the topic of e-learning in Saudi Arabia. Their paper
took into account the growth of e-learning in the Kingdom of Saudi Arabia. It, also, analyzed the potential
need and the overall impacts of e-learning on various stakeholders. The paper, finally, discussed the current
e-learning developments as well as a prospect. Likewise, Abdulaziz Alrashidi (2014) reviewed the statusquo
of e-learning in Saudi Arabia. His paper discussed the new era that the government of Saudi Arabia is
ushering in with its implementation of the distance learning system. The paper realized that despite that

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