Gender Differences in E-Learning Tool Usage Among University Faculty Members in Saudi Arabia Post-COVID-19
This study explored the integration of technology into teaching practices by examining how faculty members at a newly established university in Saudi Arabia utilized the Blackboard learning system. Specifically, it investigated the use of multimedia e-learning tools by male and female faculty member...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-05-01
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| Series: | COVID |
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| Online Access: | https://www.mdpi.com/2673-8112/5/5/71 |
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| author | Majdi Al-qdah Shadaid Alanezi Emad Alyami Islam Ababneh |
| author_facet | Majdi Al-qdah Shadaid Alanezi Emad Alyami Islam Ababneh |
| author_sort | Majdi Al-qdah |
| collection | DOAJ |
| description | This study explored the integration of technology into teaching practices by examining how faculty members at a newly established university in Saudi Arabia utilized the Blackboard learning system. Specifically, it investigated the use of multimedia e-learning tools by male and female faculty members during regular teaching periods following the COVID-19 pandemic. A survey questionnaire was developed using a 5-point Likert scale. The instrument covered demographic information, content creation, assessment methods, utility tools, and factors influencing Blackboard usage. Upon receiving approval, the survey was distributed via email to all faculty members across nine colleges. A total of 198 responses were collected and analyzed using both descriptive and inferential statistical methods. The findings indicated that gender had little to no statistically significant impact on the use of key Blackboard tools—such as content creation features (e.g., files, folders, items), assessment tools (e.g., tests, assignments), and utilities (e.g., virtual classes, email)—at the college level. However, when analyzed at the university level, some tools’ usage showed statistically significant gender differences at the α = 0.05 level. Furthermore, both male and female faculty members cited convenience, flexibility in uploading materials, access to virtual classes, and remote assessment of students as primary factors influencing their e-learning preferences. |
| format | Article |
| id | doaj-art-fbcd23eb0aa342df901840e7df492022 |
| institution | OA Journals |
| issn | 2673-8112 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | COVID |
| spelling | doaj-art-fbcd23eb0aa342df901840e7df4920222025-08-20T02:33:44ZengMDPI AGCOVID2673-81122025-05-01557110.3390/covid5050071Gender Differences in E-Learning Tool Usage Among University Faculty Members in Saudi Arabia Post-COVID-19Majdi Al-qdah0Shadaid Alanezi1Emad Alyami2Islam Ababneh3Department of Health Information Management and Technology, University of Hafr Al Batin, Hafr Al Batin 31991, Saudi ArabiaDepartment of Health Information Management and Technology, University of Hafr Al Batin, Hafr Al Batin 31991, Saudi ArabiaDepartment of Health Information Management and Technology, University of Hafr Al Batin, Hafr Al Batin 31991, Saudi ArabiaDepartment of English, University of Hafr Al Batin, Hafr Al Batin 31991, Saudi ArabiaThis study explored the integration of technology into teaching practices by examining how faculty members at a newly established university in Saudi Arabia utilized the Blackboard learning system. Specifically, it investigated the use of multimedia e-learning tools by male and female faculty members during regular teaching periods following the COVID-19 pandemic. A survey questionnaire was developed using a 5-point Likert scale. The instrument covered demographic information, content creation, assessment methods, utility tools, and factors influencing Blackboard usage. Upon receiving approval, the survey was distributed via email to all faculty members across nine colleges. A total of 198 responses were collected and analyzed using both descriptive and inferential statistical methods. The findings indicated that gender had little to no statistically significant impact on the use of key Blackboard tools—such as content creation features (e.g., files, folders, items), assessment tools (e.g., tests, assignments), and utilities (e.g., virtual classes, email)—at the college level. However, when analyzed at the university level, some tools’ usage showed statistically significant gender differences at the α = 0.05 level. Furthermore, both male and female faculty members cited convenience, flexibility in uploading materials, access to virtual classes, and remote assessment of students as primary factors influencing their e-learning preferences.https://www.mdpi.com/2673-8112/5/5/71learning management systemblackboardmanagement systemsSaudi Arabiagender differencesCOVID-19 |
| spellingShingle | Majdi Al-qdah Shadaid Alanezi Emad Alyami Islam Ababneh Gender Differences in E-Learning Tool Usage Among University Faculty Members in Saudi Arabia Post-COVID-19 COVID learning management system blackboard management systems Saudi Arabia gender differences COVID-19 |
| title | Gender Differences in E-Learning Tool Usage Among University Faculty Members in Saudi Arabia Post-COVID-19 |
| title_full | Gender Differences in E-Learning Tool Usage Among University Faculty Members in Saudi Arabia Post-COVID-19 |
| title_fullStr | Gender Differences in E-Learning Tool Usage Among University Faculty Members in Saudi Arabia Post-COVID-19 |
| title_full_unstemmed | Gender Differences in E-Learning Tool Usage Among University Faculty Members in Saudi Arabia Post-COVID-19 |
| title_short | Gender Differences in E-Learning Tool Usage Among University Faculty Members in Saudi Arabia Post-COVID-19 |
| title_sort | gender differences in e learning tool usage among university faculty members in saudi arabia post covid 19 |
| topic | learning management system blackboard management systems Saudi Arabia gender differences COVID-19 |
| url | https://www.mdpi.com/2673-8112/5/5/71 |
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