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Obstacles to Using E-Learning in Teaching English for Students 

with Learning Disabilities during the Covid-19 Pandemic from 

Teachers' Point Of View 

 
Mohamad Ahmad Saleem Khasawneh 

Saudi Arabia, King Khalid University,  ,Assistant Professor, Special Education Department1

mkhasawneh@kku.edu.sa 

 

Accepted: 

Jan 3th   2021 

Reviewed:  

March 5th 2021 

Published:  

May 30th 2021 

 

Abstract: This study aimed at identifying the obstacles to using e-learning in teaching English 

language to students with learning disabilities from the viewpoint of teachers in Jordan during the 

emerging Covid-19 pandemic. The study used the descriptive approach and developed a 

questionnaire consisting of (40) items and included four dimensions; obstacles related to school 

administration, obstacles related to school equipment, obstacles related to teachers, and obstacles 

related to students. The validity and reliability of the instrument were ensured and the instrument 

was applied to a sample of (200) teachers who were selected randomly. The results of the study 

showed that there are obstacles to the use of e-learning in teaching English to students with 

learning disabilities from the viewpoint of teachers in Jordan during the new Covid-19 pandemic. 

The results also revealed the presence of statistically significant differences in teachers’ responses 

related to e-learning obstacles attributable to the variables (gender and academic qualification). 

Based on the results, the researcher recommended providing communication while using the e-

learning system and limiting its interruption.  

 

Keywords: E-Learning obstacles, Learning disabilities, English Language, Covid-19. 

 

Introduction  

E-learning is not an education presented randomly with in-school education, but rather a 

well-planned and designed system, based on the systemic approach, with its inputs, processes, and 

outputs, as well as its feedback. E-learning also has the advantage of creating a flexible interactive 

learning environment, using new electronic techniques 1. E-learning contributes to the 

development of creative thinking among students and enriches the learning process. It allows 

students to continue to access educational curricula and materials, which makes the learners in a 

 
1  Khasawneh, M. A. S.. An Electronic Training Program to Treat Errors of Reading Aloud in the English 

Language Among Students with Learning Difficulties During The Emerging Covid-19. EDUCATIO, 2021, 5 (3.)  

mailto:mkhasawneh@kku.edu.sa


 

 

 
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state of stability with access to electronic information at their convenience. E-learning supports 

the principle of self-education and continuing education at the same time 2.  

Several obstacles face the application of e-learning on the part of teachers, such as the 

difficulty of dealing with learners who are not trained in self-learning and the difficulty of verifying 

the ability of learners using the computer. Obstacles related to the learners include the difficulty 

of switching from a traditional learning method to modern learning, and the inability of some 

teachers to obtain devices Computer3. There are material obstacles such as providing and updating 

computers, Internet service and speed, and human obstacles related to the lack of teachers who 

are proficient in the technological and technical skills necessary for e-learning. Other obstacles 

include the lack of specialists to design educational materials, the use of multimedia, the high cost 

of preparing good software in the e-learning style, and the lack of preparation of laboratories for 

electronic education with all its fields and technical needs4.   

Among the obstacles to implementing e-learning are the language barrier, insufficient human 

resources, teachers’ lack of skills to use modern technologies, poor infrastructure, as well as 

resistance from conservative educators5. 

The purpose of this study is to identify the obstacles to using e-learning in teaching English 

language to students with learning disabilities from the viewpoint of teachers in Jordan. E-learning 

is important as a contemporary technological teaching method. It is necessary to keep pace with 

the scientific and technological revolution that the world is witnessing. Because of the importance 

of the English language, it is necessary to follow appropriate teaching methods, especially in light 

of the Coronavirus pandemic, and to overcome the difficulties facing the teaching and learning 

process, and the change of the teacher's role from a traditional teacher to a contemporary teacher. 

In E-learning, the teacher's role has become a guide and mentor instead of mere instruction. 

Therefore, this study came to identify the obstacles facing English language teachers in using e-

learning to teach English language learners in Jordan6 . 

This study aims at achieving the following objectives: Identifying obstacles to using e-

learning to teach English to students with LDs from the viewpoint of teachers in Jordan, and 

Identifying the differences in the teachers’ responses to the obstacles to e-learning facing English 

language teaching for students with LDs from the viewpoint of teachers in Jordan due to a variable 

of gender and academic qualification. 

 
2 Abdul Hamid, A. E-learning and educational technology developments. 5th  Edition, Egypt: The 

Modern Library. 2016. 
3 Al-Oweimer, W. A., Al-Ayed, H. A., Joyfel, M. O. and Khaled, H. S.. The  degree to which faculty members 

of political science in Jordanian universities possess e-learning competencies. Humanities and Social Sciences Series, 

2020,  33 (2 .)  
4  khasawneh,  M;   Alkhawaldeh, M;  and Bani Hamad, H. The Impact of a Suggested Training Program on 

Developing the Written Expression Skills among a Sample of Learning Disability Students in Aseer .Journal of 

education College of  Afrelsheikh University ,2017,  4, (4),pp.107-140. 
5  khasawneh,  M;   Abed Alahmad, F; and Alkhawaldeh, M  . The Impact of Cognitive Training Program about 

Phonological Awareness Skills Development on Auditory-Sequencing Memorization Skills among Learning Disability 

Students in Aseer Area. Journal of Education and Psychological Studies, 2018,  12 (3),pp.591-604. 
6  Khasawneh, M.. The effect of the spread of the new COVID-19 on the psychological and social adaptation 

of families of persons with disabilities in the Kingdom of Saudi Arabia. Health Psychology Report, 2020, 8 (1.)  



 

 

 
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The significance of this study is based on its purposes in focusing on e-learning as modern 

contemporary technology in the field of teaching and learning, and identifying the obstacles that 

teachers face in using e-learning during the emerging coronavirus pandemic. The study also 

highlights e-learning and providing decision-makers in the Ministry of Education with the most 

important obstacles facing English language teachers in their teaching. The study provides 

important recommendations and proposals to make appropriate decisions and work to overcome 

obstacles, and activate e-learning in the educational learning process. 

This study was limited by thematic limitations. The study was limited to the topic of 

obstacles to using e-learning to teach English to students with LDs. The study was limited to 

English language teachers of learning difficulties in Irbid Governorate for the academic year 

2020/2021. 

 

LITERATURE REVIEW 

Definition of Operational Terms  

The present study included many terms, which can be defined as follows: Obstacles: In this 

study, obstacles are the factors that negatively affect the use of e-learning by teachers of learning 

difficulties in  English language related to the questionnaire prepared by the researcher for the 

study and related to aspects (school equipment, school administration, teachers, and students) 

 

E-learning:  

It is defined as “a technology-based system in organization and management، which gives 

students the ability to learn online and facilitates their learning. E-learning takes advantage of 

telecommunications technology to obtain information to achieve the goals of teaching and 

learning”7. 

 

Programmed education:  

It is an individual learning process that depends on controlling the arrangement of 

educational skills، knowledge، and experiences in an educational program provided to students. In 

programmed education ، the load is on the faculty member in preparing the presenting the content 

to the learner8. 

The emerging Coronavirus crisis in Jordan is greater and deeper than any crisis or disaster 

that the world has witnessed during at least the past century and a half. Because of the limited 

economic resources and its harsh social impacts, Jordan has placed the highest priority in dealing 

with the pandemic through the application of safety measures, the most important of which is 

 
7  Sarikhani, Rahele, Mostafa Salari, and Vahid Mansouri. "THE IMPACT OF E-LEARNING ON 

UNIVERSITY STUDENTS’ACADEMIC ACHIEVEMENT AND CREATIVITY." Journal of Technical 

Education and Training 8, no. 1  (2016 .)  
8  Hassoun, F. H.. The effect of programmed learning in teaching some of the ground motions among 

 Gymnastics students. Journal of Physical Education Sciences: University of Babylon - College of Physical 

 Education, 2021, 1 (11), 234-247. 



 

 

 
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strict social distancing, curfews, and lockdowns. The highest priority was given to controlling social 

behaviors 9 

The Jordanian government has taken several measures to control the virus to protect 

Jordanian society. students' health, and ensuring the continuity of the educational process without 

harming the health system. Therefore, online learning was the best option available to the Ministry 

of Education by introducing the "Darsak" platform, which is considered a free Jordanian platform 

for distance learning that provides school students from grade one to grade twelve with educational 

lessons through video clips organized and scheduled according to the Jordanian education 

curriculum. These lessons are provided by a distinguished group of teachers to make it easier for 

students to continue their learning and follow up on their school subjects10. The Corona pandemic 

prompted the Jordanian government to expand the practice of distance learning until it became an 

essential part of the educational process system, and an opportunity to develop it, and exploit it in 

the right way during and after the Corona crisis11 .  

The report issued by UNESCO for the year 2020, regarding the negative consequences of 

school closures, confirmed that many challenges faced those in charge of the distance education 

process, including the lack of actual preparation of teachers for this sudden transitional stage. The 

report also confirmed that a good percentage of teachers and students did not have the necessary 

means to support distance education, and some teachers do not have sufficient experience in the 

technical side that allows the management of the distance learning process and its implementation 

to the fullest. The unwillingness of learners and parents to the principle of distance learning and 

the rejection from some students were also among the challenges. Moreover, there is a scarcity of 

digital resources and their educational applications, technical challenges in the infrastructure, the 

weakness of communication networks, and the simultaneous pressure on the Internet12.  

 

English language and e-learning: 

Education puts English language at the top of the cognitive hierarchy, as it is the main pillar 

of the educational process. Learning English language is a cultural system that is concerned with 

establishing the cultural self of society to ensure its continued existence, the continuity of its 

generations, the protection of its rights, the defense of its values, carrying of its message to people, 

and contributing to the creation of the future of humanity13. The concept of educational 

technology contributes to achieving the goals of education, raising the level of teaching, improving 

teaching and learning processes, and increasing student achievement. The means of 

 
9 Economic and Social Council. Response plan to the repercussions of the new  Corona virus on the 

country. Amman, Jordan, 2020 
10 Ministry of Education (. Darsak platform, enrichment activities, auxiliary program  to enhance students' 

skills, 2020 . 
11  Haddadin, H.. Gender Intelligence in Distance Learning during Corona pandemic. An article published in 

Al-Rai Newspaper,2020,  accessed 10/2/2021 . 
12  Al-Ghadyan, Ahmed A. "Insurance: The Islamic perspective and its development in Saudi Arabia." Arab 

Law Quarterly (1999): 332-338. 
13  Khasawneh, M. A. S.. An Electronic Training Program to Treat Errors of Reading Aloud in the English 

Language Among Students with Learning Difficulties During The Emerging Covid-19. EDUCATIO, 2021,  5 (3)  



 

 

 
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communication and technology cannot fully perform their functions unless they become an 

integral part of the educational process. 

 

 

Previous Studies  

Assaf, Al-Jamal, and Rababeh 14 examined the effect of an electronic collocation-based 

instructional program on Jordanian EFL tenth grade students’ reading comprehension. The study 

was applied to 50 students, who were randomly selected from Irbid and distributed into 

experimental and control groups. The study used the Reading Comprehension pre-test before 

implementing the program to measure students’ levels. The two groups took a Reading 

Comprehension post-test after implementing the program. The results revealed that the 

experimental group outperformed the control group in the overall Reading Comprehension Test 

and each part of the test: literal and inferential comprehension. 

Al-Jaafra, H. M. A.15 explored the attitude of English teachers toward distance learning 

programs in the Karak Kasabah Directorate of Education. The sample consisted of (160) male 

and female teachers. The study used a questionnaire for data collection.  The result indicated a 

positive attitude of English teachers toward distance learning. The results also showed no 

differences between attitudes because of the gender of teachers, but there were differences 

according to the teacher’s experience.  The age group (5-10) years of experience had better attitudes 

than other age groups.  

Mohammed, Mudawy, and Al Fadda 16 measured the participants’ experiences and 

perceptions toward the English language new smart visual syllabus (SVS). This system is an 

electronic syllabus that is supported by audio-visual contents, photos, animations, 3D shapes, and 

infographics. The sample of the study included faculty members and undergraduates' students at 

English departments in two faculties of education, Majmaah, and King Saud Universities. The 

instruments for data collection were two workshops held to train and assess a group of faculty 

members, a google form interview, a google form questionnaire, and finally, d) A face-to-face 

interview with a focus group of faculty members and undergraduates’ students at a mixed level. 

The results showed no significant differences in the targets’ positive responses toward the new 

syllabus design. The results showed that the smart visual syllabus has a significant role in facilitating 

the teaching and learning materials in online courses during the COVID- 19 pandemic. 

 
14  Assaf, M. M., Al-Jamal, D. A., & Rababeh, E. Q.. The Effect of an Electronic Collocation-Based 

Instructional Program on Enhancing Jordanian EFL Tenth Grade Students' Reading Comprehension Journal of the 
Islamic University of Educational and Psychological Studies, 2020. 28(4).  
http://dx.doi.org/10.33976/iugjeps.v28i4.6334 

15  Al-Jaafra, H. M. A.. Attitudes of English Teachers towards Distance Learning Programs in the Karak 
Kasabah Directorate of Education. Journal of Educational and Psychological Sciences: National Research Center, 

Gaza, 2020, Volume 4, Issue 33, 77-91. Retrieved from http://search.mandumah.com/Record/1101083. 
16  Mohammed, F. A. E., Mudawy, A. M. A., and Al Fadda, H. A. A. Smart Visual Syllabus for Higher Education: 

A Solution During the COVID-19 Golbal Lockdown. Studies in Curriculum and Teaching Methods: Ain Shams 
University - College of Education - The Egyptian Association for Curriculum and Teaching Methods, 2020, pp. 247, 
28-59. Retrieved from http://search.mandumah.com/Record/1087705 



 

 

 
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Al-Thubaiti and Al Musaad 17 examined the effectiveness of using MOOCs in learning 

English and the impact of age, gender, education level, occupation, and the number of courses 

taken on this effect. The sample of the study included 336 English learners from an online course 

at Rawq (An Arabic online platform offering open courses). The study used two sets of 

questionnaires as instruments. The results indicated that the use of the online English courses 

provided by the English Mastery Initiative at Rawq was effective in increasing the learner’s 

knowledge and skills of the English language. The factors age, gender, education level, and 

occupation were found not to have any effect on the results. Only the number of online courses 

taken was found to be effective in enhancing the learners’ knowledge and skills of the English 

language (from 3 to five courses).   

Elsadek, Abdel-Haq, and Abed 18 developed EFL speaking fluency skills among faculty of 

education students using electronic project-based leaming (EPBL). The sample of the study 

included 27 students from the first-year English section at Benha university. The study used an 

EFL fluency skills checklist, an EFL pre-test fluency test, and an EFL post¬test fluency as 

instruments.  The results of the quantitative analysis showed that the participants' EFL speaking 

fluency skills were developed significantly as a result of implementing the EPBL. therefore, it can 

be concluded that that the EPBL is effective in developing the EFL fluency skills among EFL 

first-year students. 

Al-Shafei 19 identified the attitudes of the faculty members towards using modern 

technologies in the College of Sciences and Humanities in Jubail. The study relied on the 

descriptive approach. The study instrument was the scale of the trend towards the use of modern 

technology، which was applied to a sample of 25 members of the faculty of the College of Sciences 

and Humanities in Jubail. The study revealed a large percentage of the faculty members who wish 

that modern technologies are available for their use، and this indicates their lack of availability ، 

where constitutes a barrier of 32% to its use. The results showed 92% believe there is a severe 

shortage of modern technologies within the college. The results also confirmed that there is a 

demand by faculty members to learn modern technologies، as 96% of them see the necessity of 

training in their use، and 72% of faculty members are interested in attending courses and 

workshops. Therefore، the faculty must provide them and give them the appropriate time to attend 

training. 

 
17 Al-Thubaiti, S. S. and Al Musaad, A. Z. A.. The Use of MOOCs in Learning English: Rwaq as an Example. 

Journal of Educational and Psychological Sciences: National Research Center, Gaza, 2020. Volume 4, Vol. 2, 18-37. 

Retrieved from http://search.mandumah.com/Record/1046251. 
18  Elsadek, G. E. A., Abdel-Haq, E. M., and Abed, M. M. A.. Using Electronic Project Based Learning for 

Developing EFL Speaking Fluency among Faculty of Education Students. Journal of the College of Education: Benha 
University - College of Education, 2020, 31(121), 1-22. Retrieved from 
http://search.mandumah.com/Record/1092102 

19  Al-Shafei, Ahmad, Saleh Al-Damegh, Fahad Al-Matham, Abdulrahman Al-Mohaimeed, Abdullah Al-
Nafeesah, Ahmad Hamad-Aldosary, Moteb Al-Otaibi et al. "Establishment of an Accelerated Doctor of Family 
Medicine Program at Unaizah College of Medicine, Qassim University, Kingdom of Saudi Arabia." Journal of medical 

education and curricular development 6 (2019): 2382120518818844. 



 

 

 
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El-Hamshari 20 explored possible reasons for the mismatch between learning orientation and 

e-Learning design in the form of inappropriate implementation of teaching or learning strategies 

during implementation. So, the purpose of this paper is; First, to explain the application of e-

learning as a medium for EFL university learners in Egypt, second, to review empirical studies on 

recent solutions to problems encountered in faculty learning in general and in e-learning in 

particular, third, to analyze the social and cultural application prospects of e-learning in Egypt. 

And finally, to consider the challenges facing the further development of e-learning with suggested 

solutions.  

 

METHOD 

This section provides information on the methodology of the present study ، which includes 

population and sample، research instrument، and validity and reliability of the instrument.  

 

Population and Sample  

The study population consisted of (635) male and female teachers who teach English 

language subjects in Irbid Governorate during the academic year 2020/2021. The study sample 

consisted of (200) male and female teachers and Table (1) shows the distribution of the sample 

according to demographic information. 

 

Table (1): Distribution of sample according to demographic variables 

Variable  Level  Frequency  Percentage  

Gender  

Male  100 50.2 

Female  100 49.8 

Total  200 100.0 

Academic qualification  

BA  150 74.1 

Postgraduate 50 25.9 

Total  200 100.0 

 

Research Instrument 

To achieve the objectives of the study and obtain the results, a questionnaire was 

developed as a study instrument by surveying the theoretical literature and reviewing previous 

studies. The items of the questionnaire in its final form consisted of (40) items distributed into 

four dimensions; obstacles related to school equipment (10 items), obstacles related to school 

administration (10 items),  obstacles related to teachers (10 items), and obstacles related to students 

(10 items).  

 

Validity and Reliability of the Instrument  

 
20  El-Hamshari, Y. A. A.. Evaluation of e-EFL-challenging learning discourse: Prospects and problems of 

implementation.  Fiker Wa Ibda': The Modern Literature Association, 2017, pp. 116, 1--28. Retrieved from 
http://search.mandumah.com/Record/871854 



 

 

 
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To ensure the validity of the instrument, the Pearson correlation coefficient and 

Cronbach Alpha were calculated as shown in Table (2).  

 

 

 

 

 

 

 

Table (2): The  stability coefficient by the Pearson Correlation and Cronbach Alpha 

 

Dimension   Cronbach-alpha 
Pearson 

Correlation 

obstacles related to school equipment 0.73 0.75 *  

obstacles related to school 

administration 
0.79 0.72 *  

obstacles related to teachers 0.78 0.78 *  

obstacles related to students 0.77 0.76 *  

Total  0.75 0.77 *  

 

 

 

RESULT AND DISCUSSION  

The purpose of this study is to identify the obstacles to using e-learning in teaching English 

language to students with LDs from the viewpoint of their teachers in Jordan. The following 

section provides the results of the research questions. 

 

Results of the first research question:  

To answer this question, the mean scores and standard deviations of the answers of the 

study sample were extracted according to the dimensions of the study instrument as illustrated in 

Table  (3).  

 

Table (3): The mean scores and standard deviations for the dimensions of the instrument 

arranged in descending order 

Rank No. Dimension  
Mean 

score 

Standard 

deviation 
Level  

1 2 obstacles related to school equipment 3.98 0.57 High  

2 1 
obstacles related to school 

administration 
3.95 0.51 

High  

3 3 obstacles related to teachers 3.81 0.63 High  



 

 

 
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4 4 obstacles related to students 3.72 0.55 High  

Total  3.86 Total  High 

 

Table (3) shows that the mean scores of the responses to the dimension of the“ obstacles to 

the Use of E-Learning” instrument were (3.72-3.98). The obstacles related to school 

administration came in first order with a mean score of (3.98) and with a high rating. The second 

place came for “obstacles related to school equipment” with a mean score of (3.95) with a high 

rating. In third place came “obstacles related to teachers” with a mean score of (3.81) with a high 

rating, and the fourth and last place for obstacles related to students, with a mean score of (3.72) 

and a high rating. The tool mean scores of the instrument was (3.86) with a high evaluation degree. 

These results could be attributed to teachers' dissatisfaction with the performance of the 

school administration in this aspect. The reason may also be that schools have limited capabilities 

in providing and encouraging e-learning, as this requires specific capabilities that school 

administrations possess to be able to operate and develop e-learning. The results also showed that 

the dimension of the obstacles related to school equipment came in second place with a high 

degree of evaluation. The results indicated the presence of obstacles related to this equipment, 

especially equipment related to computers and their laboratories, as this indicates that the 

capabilities of schools in this aspect are also limited. 

As for the dimension of obstacles related to teachers, the results showed that teachers 

themselves found that they are among the causes of obstacles to e-learning. Most of them may not 

be qualified for this type of education, and that they do not want it. This may be because the lack 

of equipment is what limits the teacher's role in using and developing e-learning. 

The obstacles related to students came in the last place, but with a high rating as well. This 

indicates that students are among the causes of the obstacles as well, and this indicates that teachers 

do not bear the responsibility for the existence of obstacles on students in the first place, but rather 

for what was mentioned in the previous three dimensions. 

 

Results of the second research question:  

To answer this question, the mean scores and standard deviations were extracted for the 

responses of the study sample about all dimensions of obstacles to the use of e-learning in general 

according to the independent variables. Table (4) shows the results. 

 

Table (4): The mean scores and standard deviations of the responses of the study sample for all 

dimensions of obstacles to the use of e-learning according to the independent variables 

Variable Level  

obstacles 

related to 

school 

administration 

obstacles 

related to 

school 

equipment 

obstacles 

related to 

teachers 

obstacles 

related to 

students 

Total  



 

 

 
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Gender 
Male  3.84 0.51 3.96 0.63 3.73 0.67 3.67 0.57 3.41 0.50 

Female  4.04 0.48 4.02 0.49 3.91 0.58 3.74 0.54 3.54 0.45 

Academic 

qualification 

BA 4.03 0.52 4.02 0.54 3.85 0.66 3.68 0.58 3.50 0.49 

Postgraduate  3.72 0.42 3.92 0.63 3.73 0.54 3.76 0.49 3.39 0.41 

 

Table (4) shows that there are apparent differences between the mean scores of the responses of 

the sample members regarding the obstacles to the use of e-learning due to gender and academic 

qualification. To identify the statistical significance of these differences, the 3 way ANOVA 

analysis was run as shown in Table (5).  

 

Table (5): Results of the 3 way ANOVA analysis to the obstacle to using e-learning according to 

the independent variables 

Variable  Dimensions 
Sum of 

squares 

Freedom 

value 

Mean 

square 

F-

value 
Sig.  

Gender  

school administration 1.59 1 1.59 7.75 0.01 

school equipment 0.27 1 0.27 0.97 0.33 

Teachers  1.74 1 1.74 5.05 0.03 

Students  0.61 1 0.61 2.34 0.13 

Academic 

qualification 

school administration 2.88 1 2.88 14.13 0.00 

school equipment 0.51 1 0.51 1.79 0.18 

Teachers  0.53 1 0.53 1.51 0.22 

Students  0.16 1 0.16 0.63 0.43 

Error  

school administration 40.91 200 0.20   

school equipment 58.16 200 0.29   

Teachers  68.39 200 0.34   

Students  52.71 200 0.26   

Total  

school administration 3241.85 205    

school equipment 3326.18 205    

Teachers  3066.88 205    

Students  2875.07 205    

 

Table (5) shows that are statistically significant differences in the obstacles related to school 

administration due to the gender variable. The F-value was (7.75), which is a statistically significant 

value. By referring to Table (4), it is evident that the differences are in favor of (females) with a 

mean score of ( 4.02). The Table also reveals the absence of statistically significant differences in 



 

 

 
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the obstacles related to school equipment and the obstacles related to students attributed to the 

gender variable, where the (F) values were not statistically significant.  

There are statistically significant differences in the obstacles related to teachers due to the 

gender variable, where the value of (F) was (5.05), which is a statistically significant value. The 

obstacles related to teachers due to the scientific qualification variable were also significant, as the 

value of (F) was (14.13), which is a statistically significant value. As shown in Table  (4), it is evident 

that the differences are in favor of teachers with BA. The obstacles related to school equipment, 

the obstacles related to teachers, the obstacles related to students were not statistically significant 

according to the scientific qualification variable, where the values of (F) were not statistically 

significant. 

 

CONCLUSION 

These results could be attributed to the fact that female teachers view e-learning more 

positively than male teachers, as female teachers apply e-learning methods and can perform many 

of their professional duties better than male teachers. The teachers with higher qualifications can 

evaluate the elements of the educational environment more than others in light of the tremendous 

technological development and the information revolution. The educational institutions need to 

define their future vision regarding the educational process and for e-learning to be one of the 

elements of this vision. E-learning should also be one of the policies that can be used according 

to the needs of students and teachers and in the most appropriate methods. 

 

RECOMMENDATIONS 

 

Based on the results of this study, it is recommended to provide communication during the 

use of the e-learning system and limiting its interruption. There is a need to shift from the 

traditional school to the electronic school. Connecting educational institutions and all educational 

institutions with modern information networks is also of great importance. The study recommends 

conducting studies on teachers to find out their views on e-learning. The government should also 

allocate funds to training on the optimal use of e-learning. 

 

 

ACKNOWLEDGMENTS 

 

The authors extend their appreciation to the Deanship of Scientific Research at King Khalid 

University for funding this work through Small Research Groups under grant number (RGP.1 

/40/42).  

 

 

 

 

 



 

 

 
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