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student satisfaction. The study concluded that the use of e-learning systems has shown a positive impact
on student learning.

Alshahrani and AlShehri (2012) studied the conceptions and responses to e-learning in a Saudi
Arabian university. Their study investigates conceptions of teachers as well as students toward
incorporating e-learning in their EFL teaching/ learning experiences. Teachers’ and students’ responses to
using e-learning in teaching and learning are also investigated. This paper draws on the data collected from
a single university in Saudi Arabia in early 2011 as a part of two concurrent Ph.D. studies carried out by the
two authors. The study concludes that the conceptions of both teachers and students toward e-learning are
critical in their teaching and learning practices. However, it is not always the case that teachers’ conceptions
and practices are aligned.

Abdullah Algahtani (2011) evaluated the effectiveness of e-learning in some universities in Saudi
Arabia. In this study, e-learning s effectiveness was evaluated at two universities in Saudi Arabia, through
male learners’ perceptions. Some account was taken of variables to assess statistically significant
differences in their views. Data were collected by mixed methods: using a questionnaire from a sample of
300 learners and a focus group interview attended, later, by 21 learners.

The findings showed that elearners believe that they are able to learn autonomously using all
features made available by the technology. They reported that they were motivated by the interactivity of
e-learning and pursued their courses with intensity and success. There was a positive agreement in all four
dimensions considered by the research. Significant variables within this positive rating were previous e-
learning experience and ICT skills. The study also collected learners' views about the positives and
negatives of e-learning, its requirements, and barriers, as well as learners' suggestions for the development
of e-learning. Learners appreciated the opportunities offered by e-learning and the way it supported their
studies, facilitating communication, and accommodating their learning needs and circumstances. They
recognized that it helped to meet the increased demand for learning. On the other hand, they noted some
hazards to physical and social health and some confusion arising from the diversity of information
accessible through ICT. They felt improvements could be made by planning, training by specialized
personnel. Most of the barriers they noted arose from infrastructural weaknesses and lack of acceptance of
e-learning.

Respondents said they were aware of the financial constraints of language barriers. Universities,
working closely with communities and the private sector, could address many of these identified issues in
products and infrastructure. This study concludes with some recommendations as well as suggestions for
future research

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