Teaching Research with LMS: A Case Study
Lamya AlAbdulkarim
King Saud University
Saudi Arabia
lamyaslp@hotmail.com
Abstract: Learning Management Systems (LMS) has proven to be an effective educational tool in
higher education. Challenges still exist in higher education for young women in Saudi Arabia.
Some of those challenges are commuting, paucity of qualified faculty and limited training sites.
The effectiveness of using LMS has been examined among female senior health science students.
Most students have not used LMS. A pre-survey was administered to all students examining their
attitudes, motivations and information technology attributes before utilizing LMS. All students
were enrolled in an undergraduate course on research methodology. LMS was applied in teaching
throughout the course. A post survey was administered to all students examining their attitudes,
motivations and information technology attributes after utilizing LMS. Results showed good
satisfaction levels and effectiveness of the LMS in teaching female students. Recommendations to
utilize LMS and e-learning in higher education as a strategic solution are emphasized.
Introduction
E-learning has emerged in the last decade as a result of the evolution of technology and its
applications to serve businesses and communities. It has been a creative strategy to facilitate growth and
sustainability in different sectors, but more so in the entrepreneurial model. Organizations of the best
practice model showed fast growth and competitiveness when technology based strategies were
implemented. In higher education, technology could serve a similar purpose. It could also help to overcome
challenges, especially in developing countries. With technology, stakeholders could have access to quality
resources with flexibility that was not available otherwise. As a result higher education outcome has an
added value.
Few review studies on online training and learning have been done in the Gulf region (e.g.
Abdulkarim, 2007). Nevertheless, Technology in higher education has emerged in Saudi Arabia. King Saud
University (KSU) since 1957 with student population of 27390 males and 26372 females started an
Initiative Program on e-learning in 2009. According to KSU Mission, quality education, and the use of
current and developing technologies and effective international partnership was a fundamental strategy for
growth and competitiveness. Hence, KSU e-Learning Deanship started founding the e-learning program in
2009. Programs were developed to train faculty on e-learning and learning management system (LMS)
skills. e-learning system of tools was implemented including: blackboard, smart boards, e-library, group
emails. Labs were installed in every college with internet and online learning tools. Few programs started
implementing e-learning in the fall of 2010. The program of Speech and Hearing was the first
undergraduate program that implemented online learning. There has been a major gap in the field of
communication disorders in Saudi Arabia and regionally related to the paucity of clinically certified and
qualified faculty and hence evidence based learning. Subspecialties in the field have also been rare. This
shortage has an impact on the quality of the program outcome as well as the quality of service to
stakeholders. The need to this service has increased in the private and public sectors as the medical model
has developed. Traditional recruitment has been a challenge to the program. Some factors are related to
excellent international job market for the profession, the geographic location of Saudi Arabia and logistics,
and the still emerging infrastructure of the field in Saudi Arabia. One strategy is to intensely train Saudi
students and prepare them for graduate programs to create a future pool of clinicians and faculty. LMS
skills were a learning objective to increase students learning outcome in both use of technology and access
to quality teaching resources.
The purpose of the study was to examine students’ attitudes, motivations and technology life style
as well as learning outcomes using LMS as a facilitator learning tool. The question raised is whether it is
effective to use LMS with female students in the health sciences in teaching and learning. The goals of this
study are to improve learners’ outcomes and to access learning resources at a convenient time and place.
Significance of the study:
1.
2.
To support the current trend by the leadership in higher education in Saudi Arabia and at King
Saud University to implement online strategies.
To examine the effectiveness and limitations of the use of online learning for future practice.
Methodology
Participants: Twenty nine senior female students in the rehabilitation department registered in a course on
research methodology for a full semester. An American certified faculty in Communication Disorders was 100%
supervising the delivery of the course online and in class. All students registered for the course participated in the
course and completed all the requirements.
Instrument: A survey was designed to measure student motivation and learning outcome. Design
features of the survey refer to multiple references (e.g. lap.umd.edu; Norman, 2001; Dillman, 1999;
Couper, et.al., 2001). The survey had items presented electronically using one column per page. The first
page contained a paragraph introducing the study and its purpose. Survey question types consisted of
multiple choice and Likert rating scale.
Procedures: At the beginning of the semester, students were instructed in class about the survey
and its purpose and received an email with a brief message about the purpose of the study and a hyperlink
to the survey (hosted by googledocs ©). The instrument was available for a four-week period and weekly
email reminders were sent to each student. The purpose of the questionnaire was explained, as well as the
confidentiality issues. The due date was made urgent to increase response rate. Some indicators of elearning that were used to measure outcomes include increase in skills and employability outcome (e.g.
Commonwealth of Australia, 2010). A post course survey was emailed to the students following the same
procedures.
Results:
Responses from the online survey were transferred to a Microsoft Excel® spreadsheet and
Analyzed. The output of the program are shown in Table 1to 5. Table 2 presents students’ opinion
regarding context with a positive rating of higher than 90%. Attitudes of students revealed a positive
feedback of more than 80% on average as shown in Table 3. As for outcome percentages which reflects
achievements, Table 4 and 5 shows students’ satisfaction rate of more than 90%. Also, courses intended
learning outcome was reflected by the courses completion tests of high scores (> 86%).
When followed one semester later, students showed a high maturity attitude reflected in their
learning behaviors across courses and clinical practicum including increased social responsibility.
Therefore, Performance key indicators met program expectations for the short term and long term learning.
Table 1. Participants
Students
Age
Range
21-22
Gender
Females
Levels
9 (29)
Percent of
Respondents
100
Table 2. Students’ opinion on
context
Statement
Percent of
satisfaction
The field of Communication disorders is an
interesting field of study.
100
There is a shortage of faculty with Ph.D. and
accredited clinical certificate to teach in my
program.
92
I need to be taught by faculty with Ph.D. and
accredited clinical certificate.
100
Technology facilitates my learning.
100
Table 3. Students’ satisfaction with e-learning
Table 4. Students’ satisfaction with e-learning outcom
Table 5. Students’ satisfaction with instructors and
courses
Discussion
This case study showed that e-learning technology has had a positive impact
on students learning outcome and attitudes. It made learning and teaching accessible to female students.
Based on the results, it is recommended to continue and sustain this initiative for undergraduate and
graduate programs. To promote online learning community within an institution, institutions need to
develop instructional programs with best practice strategies to help instructors and students engage in
effective online learning (Kim and Bonk, 2010). One recommendation is to help in continuing to develop
online education in the public and private sectors in Saudi Arabia to develop the infrastructure of higher
education and improve quality outcome for the stakeholders in the work place and consumers.
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