Factors That Influence Saudi Secondary Teachers’ Acceptance and Use of E-Learning Technologies

Abstract

As in many developing countries, the Saudi government is seeking to introduce modern
technology into its educational system. However, digital technologies are not fully
accepted and used in Saudi secondary schools, and this thesis was undertaken to
understand why this is the case and to recommend more effective strategies to assist
teachers to effectively use e-learning technologies and resources. The Unified Theory
of Acceptance and Use of Technology (UTAUT) model has been widely used in the
field of Information Systems to explain technology acceptance and use. However,
studies that use the UTAUT to test technology acceptance in the field of learning have
not fully explored developing countries, as most studies have been conducted in Europe
and the USA. Furthermore, its use has been relatively limited in the field of education;
and further exploration in this context would raise understanding of the value of the
UTAUT theory. A proposed revised model with the additional factors of teachers’
educational experience, education policy, attitudes towards using technology and
teacher anxiety was designed for the Saudi secondary context to support fuller analysis
of the acceptance and use of e-learning technologies by teachers; and to include their
perceptions and practical and affective experiences.
The study uses mixed methods to investigate e-learning technology acceptance in
secondary schools in a regional Saudi context characterized by remote mountainous
areas, rural villages and urban areas. An online survey was conducted among 347 Saudi
secondary school teachers in the Jazan area of Saudi Arabia, and subsequent interviews
focused on areas highlighted by the results of the survey. The results revealed that
performance and effort expectancy, attitudes, and education policy have positive effects
on teachers’ intention to incorporate e-learning technologies and that anxiety has a
significant negative effect. These behavioural intentions, facilitating conditions and
teachers’ educational experience have positive effects on the actual use of e-learning
technologies. The study also clarifies the state of e-learning in Saudi secondary schools
and the role played by demographic variables, the school environment and teachers’
digital literacy.
The study outcomes will both illuminate regional policy issues in e-learning
technologies and advance the debate on conceptual understanding of technology
acceptance in education by refining the UTAUT model to suit the context; leading to a
deeper understanding of the factors which are barriers to accessing the advantages of
e-learning technologies in the context of a developing country.

Date of Award	2018
Original language	English
Awarding Institution	University of Brighton
Supervisor	Deshinder Singh Gill (Supervisor) & Sue Greener (Supervisor)