Abstract
EFL students’ readiness for e-learning: Factors influencing e-learners’ acceptance of the Blackboard in a Saudi university
Highlights
Instruments of data collection e survey instrument consisted of the Learning Management Systems (LMS) Survey of EFL E-learners in King Khalid University (KKU) developed by the research against a rich theoretical background, and Arabicised and standardised by the researcher. e survey form included close-ended Likert scale statements set in domains
Reliability e reliability of the LMS Survey has been determined using the Kuder-Richardson formula ( ) (Brown, p. ). e reliability co-efficient computed for the items was . , which is a fairly high. e survey was administered to faculty members and junior staff members to determine its reliability, manipulating a test-retest method. e reliability of the survey was determined using the Kuder-Richardson formula ( ). e reliability coefficient computed for the survey items was . , which is high enough to make the survey reliable for administration
E results indicate that there were no significant differences detected as resulting from differences attributed to the level of study or differences resulting from computer literacy levels. erefore, the whole sample was treated as a homogeneous sample when the responses of the learners were analysed in the following tables
Summary
Like many industries, realises the importance of technology for organisational growth and survival as a means of providing learning and increasing training efficiency (Govindasamy, ; Chen, Lin, & Kinshuk, ; Lin, ); no doubt that “there are many organisations that spend a large portion of their budget on information technology to improve [student] performance or overall organizational performance” (Klaus, Gyires,& Wen, , p. ). erefore, universities 19 e jalt call Journal 2011: Regular Papers are leveraging advances in computer-mediated communication (CMC) tools for online course delivery to enhance existing courses as well as full degree programmes. e benefits of e-learning have been elaborately discussed in earlier articles in recent years, but still research shows that a high rate of students who had started e-learning courses did not complete them (Dutton, Dutton & Perry, ; Liaw, ; Duan, He, Feng, Li & Fu, ; Stricker, Weibel, & Wissmath, ; Weibel & Wissmath, ; Lonn, Teasley & Krumm, ), which “suggests that something is not working properly in e-learning systems” (Liaw, p. ).
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