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It is clear now that the challenges of e-learning percentage with the Saudi male
students reached 60%; and such a percentage is not so bad because there is a percentage of
40% of students who do not feel that they have e-learning challenges.

On the other hand, according to the females’ responses (Table 4), 8 items out of 15
were found challenging. They are ordered below from less challenging to more challenging:

4 Engaging in e-learning courses regularly (relative weight equals 53.8)
10 Starting discussion forums through e-learning (relative weight equals 57.5)
13 Performing quizzes and tests through e-learning (relative weight equals 58.8)
1 Using e-learning system at the university (relative weight equals 60)
2 Attending e-learning classes regularly (relative weight equals 61.3)
6 Finding academic resources in the library and online (relative weight equals 62.5)
14 Communicating with instructors via eearning (relative weight equals 63.8)
5 Enhancing learning skills through e-learning (relative weight equals 65)
Similarly, the above challenges of female students refer to a better situation of Saudi
females regarding their responses to the issue of e-learning challenges. They are less in
quantity compared to their peer male students. Also, their percentage of the challenge is
about 53.3%; and this is less than that of male students. This may be going back to the time
devoted be female students to the process of learning in general and to the issue of e-learning
in particular.
8. Recommendations:
The findings of this study indicate that the issue of e-learning within Saudi students,
in general, is not so bad. But to reach a higher level of students’ achievement in terms of e-
learning, it is strongly recommended:
(a) To facilitate access to e-learning by students, and teaching staff.
(b) To prioritize e-learning just like other core activities of the university.
(c) To have comprehensive training of lecturers on e-learning skills:
(d) To use a blended learning approach and piloting with few preuniversity schools.
(e) To introduce compulsory e-learning courses in preuniversity curricula for all
students especially at the secondary stage to equip them with e-learning skills; and
(f) To identify a way of motivating the teaching staff to use e-learning.

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