Faculty Perceptions of Attributes Affecting the Diffusion of Online Learning in Saudi Arabia: A Quantitative Study

Abstract

The application of Information and Communication Technologies (ITCs) in education can result in an enhancement of the delivery of educational services provided by universities. However, the success of such online education initiatives depends critically on a core resource, namely the cooperation and full participation of faculty members who deliver quality instruction. In 2000, King Saud University (KSU) in Saudi Arabia launched its online education initiative. This study uses the theory of innovation diffusion and standard survey designs to investigate KSU faculty members' perceptions about key attributes of online teaching, and their overall attitude toward this innovative form of teaching. The study also analyzes the relationship between, on one hand, a faculty member's background and personal characteristics and, on the other, their perceptions regarding the above attributes of online teaching. Finally, the study examines the link between such faculty perceptions and their overall attitude toward online teaching. A sample of 20 KSU faculty members participated in our quantitative survey. Analyses of variance (ANOVA) conducted with the collected data suggest that a given faculty member's professional area (or discipline), gender, and prior experience with online teaching have some influence over his or her ratings of this form of teaching, in terms of several key attributes. Correlation coefficients indicate significant and positive association between such faculty ratings and their attitude toward adopting online education. The paper explores some implications of the main findings.