An Analysis of E-learning Strategies and Their Impact on Faculty Performance in Arabic Higher Education (Using King Khalid University in Saudi Arabia as a Case Study)

Abstract

With the increasing integration of technology in education, e-learning has become a prominent alternative method of instruction.  This investigation strives to examine the effect of e-learning on the performance of faculty staff and identify the factors that influence their effectiveness in an Arab context.  The research utilized a quantitative analysis of survey data, employing a non-probability sampling technique.  The sample consisted of faculty staff members from various disciplines at King Khalid University.  The survey assessed the extent of e-learning implementation, faculty members' perceptions of its effectiveness, and overall performance using frequency, percentage, and correlational and regression analyses. The findings revealed strong positive correlations between all variables and faculty staff performance in the Arab higher education context. However, among the variables examined, only online support, e-learning quality standards, collaboration methods, and asynchronous (recorded) virtual lectures demonstrated significant relationships with faculty performance. These variables exhibited the highest F-values of 41.809, 39.377, and 27.670, respectively, with p-values less than .001. This examination donates to the expanding publications on e-learning in the Arab region, providing valuable insights into the relationship between e-learning approaches and faculty staff performance. The findings can inform policy decisions and guide the development of effective strategies for implementing e-learning in higher education institutions in Arab countries. Further research is needed to explore additional factors and contexts influencing faculty staff performance in e-learning environments.