Abstract
External issues have, for many years, had a crucial, adverse, impact upon the extent to which teachers have adopted technology for the promotion of learning, for example by introducing learning management systems (LMS). This problem has particularly affected teachers working in developing and less-developed nations. Despite this, few researchers have conducted systematic literature reviews that explore the Saudi Arabian context. The purpose of this study is to examine and scrutinize what is presented in the academic literature about the external factors that affected teachers use of technology in the teaching process in Saudi universities. The systematic review presented in this paper was carried out using a number of databases. Sources include library resources, key journals, PhD theses, master’s theses, and papers yielded by Google Scholar searches of the relevant literature published from 2008 to 2018. There were 32 studies and just 12 studies included in this systematic review. The findings of this review reveal the current state of those external factors that have for some time delayed and influenced teachers’ use of LMS and associated technologies in their teaching in the Kingdom of Saudi Arabia (KSA) between 2008 and 2018. Recommendations are made in this paper, to help Saudi institutions to limit this phenomenon going forward.
Highlights
There is no doubt that the digital curriculum and use of information technology is very important for educational settings; these and similar technologies are essential and vital to many aspects of our daily lives
This study aims to provide a comprehensive review of the literature and research publications that consider those external challenges that are delaying the comprehensive integration of learning management systems (LMS) into Saudi Arabian educational environments
AL-Ghtani,2008 study came to similar conclusions; AlGhtani,2008 found that a lack of time and lack of resources were the major external elements that affected the use of technology among students in Saudi universities
Summary
There is no doubt that the digital curriculum and use of information technology is very important for educational settings; these and similar technologies are essential and vital to many aspects of our daily lives. The introduction of this type of technology in higher education has given some students, who may otherwise have been lost to education, opportunities to continue their learning. The introduction of such new technologies in higher education has faced several challenges, which have sometimes led to low levels of ICT use in teaching and learning processes. During the last decade of the twentieth century, according to Algamdi and Samarji (2016), the read-only Web1.0 technology began to influence teaching and learning methods in higher education organisations, and at this time the concept of e-learning emerged. In the twenty-first century great progress has been made in this field and many more types of technology have come into use in higher education (HE), as Web2.0 technologies made interaction and communication more flexible and easier, and facilitated student-centered learning.
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