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Online Learning Experiences from the Perspective of Saudi University Students: A Mixed-Methods Study on Critical Success Factors

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Title: Online Learning Experiences from the Perspective of Saudi University Students: A Mixed-Methods Study on Critical Success Factors
Language: English
Authors: Shatha Mohammed Almalki (ORCID 0000-0002-5081-6847)
Source: Journal of Education and e-Learning Research. 2025 12(4):731-742.
Availability: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Online Courses, Success, Program Effectiveness, Technology Uses in Education, Educational Quality, Distance Education, College Freshmen, Females, Teacher Student Relationship, Teacher Role, Interaction, Educational Environment
Geographic Terms: Saudi Arabia
ISSN: 2518-0169
2410-9991
Abstract: This study aimed to explore Saudi university students' experiences of online learning by understanding the significant factors that affect this learning. A mixed-methods research methodology was employed using an explanatory sequential design in two stages. Quantitative data were first collected via a questionnaire focused on critical success factors (CSFs), followed by the collection of qualitative data from four focus groups and ten interviews. The technical design aspects of the CSFs, namely 'basic online modality' and 'interactive online modality,' received the highest satisfaction scores in the questionnaire, while the online social comfort factor scored the lowest. The findings highlight a significant need to consider instructional design aspects when planning and implementing online courses, taking into account students' academic levels and the consistency of the online course content. Teachers need to be trained in teaching strategies that support authentic learning, facilitate students' online interactions, and maintain a positive atmosphere. This research is essential as it provides an understanding of the current status of online learning from the perspective of Saudi students. It can assist policymakers in the Saudi Ministry of Education to improve online learning by considering CSFs and other contextual factors that influence students' learning experiences. Additionally, this research has international significance, particularly for developing countries, as it discusses factors affecting students' online learning experiences. Considering these factors may help improve online learning outcomes in other countries.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495222
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Online Learning Experiences from the Perspective of Saudi University Students: A Mixed-Methods Study on Critical Success Factors
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  Data: <searchLink fieldCode="AR" term="%22Shatha+Mohammed+Almalki%22">Shatha Mohammed Almalki</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5081-6847">0000-0002-5081-6847</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+e-Learning+Research%22"><i>Journal of Education and e-Learning Research</i></searchLink>. 2025 12(4):731-742.
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  Data: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
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  Data: 2518-0169<br />2410-9991
– Name: Abstract
  Label: Abstract
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  Data: This study aimed to explore Saudi university students' experiences of online learning by understanding the significant factors that affect this learning. A mixed-methods research methodology was employed using an explanatory sequential design in two stages. Quantitative data were first collected via a questionnaire focused on critical success factors (CSFs), followed by the collection of qualitative data from four focus groups and ten interviews. The technical design aspects of the CSFs, namely 'basic online modality' and 'interactive online modality,' received the highest satisfaction scores in the questionnaire, while the online social comfort factor scored the lowest. The findings highlight a significant need to consider instructional design aspects when planning and implementing online courses, taking into account students' academic levels and the consistency of the online course content. Teachers need to be trained in teaching strategies that support authentic learning, facilitate students' online interactions, and maintain a positive atmosphere. This research is essential as it provides an understanding of the current status of online learning from the perspective of Saudi students. It can assist policymakers in the Saudi Ministry of Education to improve online learning by considering CSFs and other contextual factors that influence students' learning experiences. Additionally, this research has international significance, particularly for developing countries, as it discusses factors affecting students' online learning experiences. Considering these factors may help improve online learning outcomes in other countries.
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  Data: 2026
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 731
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Online Courses
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      – SubjectFull: Success
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      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Distance Education
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      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Females
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Teacher Role
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      – SubjectFull: Interaction
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      – SubjectFull: Educational Environment
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      – SubjectFull: Saudi Arabia
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      – TitleFull: Online Learning Experiences from the Perspective of Saudi University Students: A Mixed-Methods Study on Critical Success Factors
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