The intent of this study was to determine the essential aspects of both enthusiastic and reluctant Saudi female faculty, administrators, and graduate assistants that encourage or prevent them from participating in online education settings in five government universities across Saudi Arabia. The second intent of this study was to evaluate the significant differences in attitude among female faculty, administrators, and graduate assistants. Quantitative and qualitative methods were applied to collect data. The findings indicated Saudi female attitudes regarding participating in online learning. The encouraging factors that motivated them to employ distance education were personal motivation to use technology, graduate training received, reduced teaching load, release time, opportunity to improve teaching, greater course flexibility for students, ability to reach new audiences that cannot attend classes on campus, and opportunity for scholarly pursuit. The inhibiting factors that prevented them from participating in online education included lack of distance education training provided, lack of release time, lack of technical support provided by the institution, lack of technical background, lack of support and encouragement from institution administrators, and lack of merit pay. Finally, there were significant differences in attitude among them in some factors correlated to their demographic information.
|Advisor:||Kiger, Susan J.|
|Commitee:||Krug, Damon, Powers, Susan|
|School:||Indiana State University|
|Department:||Curriculum, Instruction, and Media Technology|
|School Location:||United States -- Indiana|
|Source:||DAI-A 73/09(E), Dissertation Abstracts International|
|Subjects:||Womens studies, Educational technology|
|Keywords:||Attitudes toward, Distance education, Educational technology, Motivating and inhibiting factors, Saudi Arabia, Saudi female, Women educators|
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