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European Journal of Open Education and E-learning Studies ISSN: 2501-9120 ISSN-L: 2501-9120 Available on-line at: www.oapub.org/edu Volume 2 │ Issue 2 │ 2017 doi: 10.5281/zenodo.1039316 ADOPTION OF E-LEARNING IN SAUDI ARABIAN UNIVERSITY EDUCATION: THREE FACTORS AFFECTING EDUCATORS Omran Alharbi1i, Vic Lally2 University of Glasgow, Glasgow, UK 1 Prof., University of Glasgow, Glasgow, UK 2 Abstract: Information and communication technology (ICT) is an important if not crucial trend in 21st century learning and education. The adoption of ICT as an educational process has led to improved teaching and learning processes, both inside and outside the classroom. Among the many advantages of ICT technology is that it allows students and teachers to communicate outside the classroom and utilise new techniques and skills. The adoption of ICT in teaching has undoubtedly improved learning and teaching processes, on the other hand there are some factors are hindering the successful implementation. This paper reviews the literature as it pertains to factors affecting effective application of eLearning for educators and students in educational institutions in Saudi Arabia Universities. Through a search of academic databases, 32 relevant literature studies and reviews were identified for the Saudi Arabian context; most were directly concerned with Saudi Arabia s higher education sector, while others countryspecific studies were included when deemed appropriate. Based on the review the literature, this paper concluded that lack of time , lack of training and lack of institutional support were the major factors influencing faculty members decision to adopt and utilise ICT in teaching practice. In terms of solutions to the challenges identified, reducing academic staffs workload to allow them to have more time to use E-learning tools, alongside the provision of sufficient and practical training and institutional support for academic staff should be considered as essential to the successful implementation of technology in education. Copyright © The Author(s). All Rights Reserved. © 2015 2017 Open Access Publishing Group 63 Omran Alharbi, Vic Lally ADOPTION OF E-LEARNING IN SAUDI ARABIAN UNIVERSITY EDUCATION: THREE FACTORS AFFECTING EDUCATORS Keywords: Saudi Arabia, e-learning, e-learning adoption, ICT, remote learning, higher education, educators, university education 1. Introduction 1.1 E-learning and the adoption of ICT solutions in education Information communication and technology (ICT) has brought about numerous benefits within the educational settings for students and teachers alike. In many countries across the world, universities have started to implement ICT learning, or Elearning, into their practices and curricula. Despite the significant and often optimistic speculation over the prospective impact it might have on learning and education, ICT integration and use both inside and outside the classroom has been smaller than expected (Mirzajani, Mahmud, Ayub, & Wong, 2015). Saudi Arabia is no exception, and the Kingdom has made considerable investments in trying to introduce E-learning and ICT into its education system (Jabli & Qahmash, 2013). Despite these investments into technical infrastructure, professional training and equipment however, the adoption of ICT and ICT approaches by educators at the University level has been limited (Almulhem, 2013; Al-Shammari, 2015). Acording to Hong & Songan, (2011) ICT has been shown to rise the quality of education by supporting educators perform their duties in line with enhanced efficiency of student learning and many governments have started to support this process by providing their universities with the necessary ICT equipment and training. 1.2 Aims and objectives This paper will consider ICT technologies and E-learning in Saudi University education and investigate those factors affecting and influencing teachers regarding its adoption and use. It is hoped that this review will inform the relevant institutions and stakeholders as to why the adoption of E-learning in Saudi Universities by educators remains limited and slow. By identifying and highlighting those factors influencing educators regarding the adoption of ICT and e-learning in Saudi universities it is hoped that managers of the higher education institutions will be able to better remove those barriers preventing the ideal use of ICT. This study will review existing literature and researches on factors affecting teachers use of ICT for educational purposes. The literature reviewed will predominantly involve studies on Saudi Arabia s University teaching environment and E-learning in practice, though research on other educational systems shall also be included. More specifically, this article shall focus on three main factors affecting and European Journal of Open Education and E-learning Studies - Volume 2 │ Issue 2 │ 2017 64 Omran Alharbi, Vic Lally ADOPTION OF E-LEARNING IN SAUDI ARABIAN UNIVERSITY EDUCATION: THREE FACTORS AFFECTING EDUCATORS influencing academic staff s adaption of ICT in education and E-learning techniques. These factors are lack of time, lack of training and lack of institutional support. These factors have been chosen as they are most prominent in the field s extant literature (see Appendix 1). The ministry of education in Saudi Arabia has appreciated and recognised the importance of ICT in the teaching and learning process. Subsequently, it has made considerable effort to reform the educational process of university education (Ministry of Education, 2017). On the other hand, the integration of E-learning and ICT educational technologies remains slow and minimal in Saudi universities, despite considerable investments made by the Saudi government to introduce ICT into the teaching and educational process (Al-Gamdi & Samarji, 2016; Quadri et al., 2017). This study will attempt to highlight and emphasise the elements that affect and influence educator s utilization of ICT in Saudi universities. Hence, reviewing the literature in terms of factors that affect and influence the teacher s adaption of technology in their teaching, can also help to highlight these challenges and then identify the best potential solutions to address them. For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejoe/article/view/1146 European Journal of Open Education and E-learning Studies - Volume 2 │ Issue 2 │ 2017 65