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Saudi First-Year Students' Beliefs about Online Learning

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Bibliographic Details
Title: Saudi First-Year Students' Beliefs about Online Learning
Language: English
Authors: Sami E. Alsuwat
Source: Journal of Education and Learning. 2026 15(3):397-411.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Student Attitudes, College Freshmen, Online Courses, Educational Technology, English (Second Language), Second Language Instruction, Learning Management Systems, Value Judgment, Student Satisfaction, Usability, Self Management, Time Management, Learner Engagement, Interaction, Readiness, Technological Literacy, Computer Assisted Testing
Geographic Terms: Saudi Arabia
ISSN: 1927-5250
1927-5269
Abstract: The rapid integration of digital platforms has transformed English as a Foreign Language (EFL) instruction in Saudi higher education under Vision 2030. This study examines Saudi first-year students' beliefs about online EFL learning as facilitated via Blackboard and the Cambridge Learning Management System, two widely used educational technology platforms, using a sequential explanatory mixed-methods design. Survey data from 201 first-year students were analyzed across six constructs: transition and ease of use, engagement and interaction, self-regulation and time management, technology readiness, perceived usefulness and satisfaction, and online exams and assessment. Follow-up interviews provided qualitative insights to contextualize these findings. The results revealed a clear hierarchy: students rated online exams and assessment and perceived usefulness and satisfaction most positively; transition and ease of use and self-regulation and time management fell in the middle range; and engagement and interaction together with technology readiness ranked lowest. Participants valued the convenience and autonomy of online learning but expressed concerns about the fairness of assessments, limited pedagogical interaction, and infrastructural instability. This tension between valuing autonomy and questioning fairness illustrates both the transformative potential and structural fragility of online learning in Saudi higher education. The findings highlight the need for transparent assessment practices, interactive pedagogy, and reliable technological support to improve satisfaction and learning outcomes. This study contributes to Vision 2030 reforms by emphasizing that sustainable digital transformation requires alignment between human-centered design and technological capacity.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1512203
Database: ERIC
FullText Text:
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  Data: Saudi First-Year Students' Beliefs about Online Learning
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  Data: <searchLink fieldCode="AR" term="%22Sami+E%2E+Alsuwat%22">Sami E. Alsuwat</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning%22"><i>Journal of Education and Learning</i></searchLink>. 2026 15(3):397-411.
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
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  Data: 15
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
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  Data: 1927-5250<br />1927-5269
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The rapid integration of digital platforms has transformed English as a Foreign Language (EFL) instruction in Saudi higher education under Vision 2030. This study examines Saudi first-year students' beliefs about online EFL learning as facilitated via Blackboard and the Cambridge Learning Management System, two widely used educational technology platforms, using a sequential explanatory mixed-methods design. Survey data from 201 first-year students were analyzed across six constructs: transition and ease of use, engagement and interaction, self-regulation and time management, technology readiness, perceived usefulness and satisfaction, and online exams and assessment. Follow-up interviews provided qualitative insights to contextualize these findings. The results revealed a clear hierarchy: students rated online exams and assessment and perceived usefulness and satisfaction most positively; transition and ease of use and self-regulation and time management fell in the middle range; and engagement and interaction together with technology readiness ranked lowest. Participants valued the convenience and autonomy of online learning but expressed concerns about the fairness of assessments, limited pedagogical interaction, and infrastructural instability. This tension between valuing autonomy and questioning fairness illustrates both the transformative potential and structural fragility of online learning in Saudi higher education. The findings highlight the need for transparent assessment practices, interactive pedagogy, and reliable technological support to improve satisfaction and learning outcomes. This study contributes to Vision 2030 reforms by emphasizing that sustainable digital transformation requires alignment between human-centered design and technological capacity.
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      – Text: English
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        PageCount: 15
        StartPage: 397
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Online Courses
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      – SubjectFull: Educational Technology
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Learning Management Systems
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      – SubjectFull: Value Judgment
        Type: general
      – SubjectFull: Student Satisfaction
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      – SubjectFull: Usability
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      – SubjectFull: Self Management
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      – SubjectFull: Time Management
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      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Interaction
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      – SubjectFull: Readiness
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      – SubjectFull: Technological Literacy
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      – SubjectFull: Computer Assisted Testing
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      – SubjectFull: Saudi Arabia
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      – TitleFull: Saudi First-Year Students' Beliefs about Online Learning
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