Obstacles to using e-learning for Arabic language teachers from the point of view of their supervisors in Al-Baha Governorate, Saudi Arabia | ||||
| International Journal of Instructional Technology and Educational Studies | ||||
| Article 2, Volume 5, Issue 2, April 2024, Page 1-12 PDF (767.29 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ihites.2025.240978.1162 | ||||
 View on SCiNiTO | ||||
| Author | ||||
Saeed Mohammed Alzahrani 
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| Educational College, Al-Baha University,KSA | ||||
| Abstract | ||||
| This research aims to reveal obstacles to using e-learning for Arabic language teachers from the point of view of their supervisors in Al-Baha governorate, Saudi Arabia. It also aims to identify obstacles that Arabic supervisors consider significant to e-learning use and suggest viable, practical strategies to resolve them. The cohort was composed of ten (10) Arabic language supervisors who worked at the Directorate of Education in Al- Baha. Using a descriptive-analytical approach, a questionnaire with twenty-nine (29) obstacles to implementing and utilizing e-learning, categorized by Teacher, School, Curriculum, Student, and Electronic Environment, was developed. Using a descriptive-analytical approach, a questionnaire with twenty-nine (29) obstacles to implementing and utilizing e-learning, categorized by Teacher, School, Curriculum, Student, and Electronic Environment, was developed. A Likert scale was used to address the level of agreement with each attribute, and statistical relationships were calculated. According to supervisors, most obstacles pertained to the electronic environment, followed by obstacles pertaining to students, obstacles pertaining to school, and finally, obstacles pertaining to curricula. Results showed no statistically significant differences among challenges faced by Arabic supervisors using e-learning for each Dimension of the study individually or all dimensions combined. Results also showed no differences in perception of obstacles due to gender; however, female supervisors did perceive more obstacles than male supervisors with respect to those faced by the school and students. There were no differences in the perception of obstacles to e-learning due to age or different stages of education or level taught. In light of the results, several | ||||
| Keywords | ||||
| Obstacles; e-learning; Arabic language teachers | ||||
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