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dc.contributor.advisorZhao, Yong
dc.contributor.authorAlghamdi, Osamah
dc.date.accessioned2019-09-03T19:35:40Z
dc.date.available2019-09-03T19:35:40Z
dc.date.issued2019-05-31
dc.date.submitted2019
dc.identifier.otherhttp://dissertations.umi.com/ku:16333
dc.identifier.urihttp://hdl.handle.net/1808/29468
dc.description.abstractOnline learning has the potential to expand collaborative learning and teaching. It has tremendous potential in the educational field, as it allows people to access computing services to share and edit data over the Internet. Yet few studies investigate the growing impacts of online learning on students’ learning skills, such as collaborative learning. This study investigates attitudes, factors, and challenges to adopt online applications by Saudi students at King Abdul-Aziz University to support collaborative learning. The hypothesized model was developed through the Technology Acceptance Model of Davis, and the Diffusion of Innovation model of Rogers. Three hundred and six students participated in an electronic survey (138 female and168 male). The findings reveal the students have positive attitudes toward collaborative learning with their classmates (M = 4.07, SD = .78), and have positive attitudes toward adopting online collaborative learning, (M = 3.96, SD = .77). Of the participants, 60.1% use online applications for their learning, and 69.9% preferred the learning style that mix between collaborative and individual learning style. There was a significant relationship between the overall attitudes of the students (M = 3.96, SD = .77), and perceived usefulness of online applications in collaborative learning (M = 4.09, SD = .68), with r (306) = .774, p = .00. Students reported facing three major barriers to adopt online collaborative learning, which are data concerns (M = 3.86, SD = 1.01), privacy issues (M = 3.64 and SD = 1.22), and security issues (M = 3.47 and SD = 1.19). Of three predictors: age, gender, and education major, none were significant predictors of student attitudes towards adopting online collaborative learning (F (3,302) = 1.32, p .05). Given that the online applications can be a very useful solution for education, as it may reduce the costs incurred for the purchase of computers, other equipment, and for employing IT people, it is urgent that universities and administrators start implementing this solution.
dc.format.extent118 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsCopyright held by the author.
dc.subjectEducational technology
dc.titleSaudi College Students’ Attitudes towards Online Collaborative Learning
dc.typeDissertation
dc.thesis.degreeDisciplineEducational Leadership and Policy Studies
dc.thesis.degreeLevelPh.D.
dc.identifier.orcid
dc.rights.accessrightsopenAccess


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