This research aims to define the students' satisfaction level at Umm Al-Qura University with the e-learning systems (Blackboard & D2L), in addition, it investigates whether there are differences in the evaluation of Umm Al-Qura University students for e-learning systems (Blackboard & D2L) due to the gender variable (Male/ Female). To achieve these goals, a descriptive analysis methodology used in this research, the sample consisted of (513) students, (174) male, and (339) female at Umm Al-Qura University in the the academic year 2019/2020. The sample were asked to complete a 5-point likert scale questionnaire to collect the required data. Validity and reliability of the questionnaire were guaranteed. The results revealed that students are highly satisfied with the both of e-learning systems (Blackboard & D2L). There is no statistically significant difference between the average scores of males and females in the evaluation of the e-learning system (Blackboard). There is a statistically significant difference between the mean scores of males and females in the D2L system evaluation in favor of females
Alharthi, A., Yamani, H., & Elsigini, W. (2021). Gender Differences and Learner Satisfaction: An evaluation of E-Learning Systems at Umm A-Qura University. Journal of Distance Learning and Open Learning, 9(17), 14-49. doi: 10.21608/jdlol.2021.170392
MLA
Ahmed Alharthi; Hanaa Yamani; Waleed Elsigini. "Gender Differences and Learner Satisfaction: An evaluation of E-Learning Systems at Umm A-Qura University", Journal of Distance Learning and Open Learning, 9, 17, 2021, 14-49. doi: 10.21608/jdlol.2021.170392
HARVARD
Alharthi, A., Yamani, H., Elsigini, W. (2021). 'Gender Differences and Learner Satisfaction: An evaluation of E-Learning Systems at Umm A-Qura University', Journal of Distance Learning and Open Learning, 9(17), pp. 14-49. doi: 10.21608/jdlol.2021.170392
VANCOUVER
Alharthi, A., Yamani, H., Elsigini, W. Gender Differences and Learner Satisfaction: An evaluation of E-Learning Systems at Umm A-Qura University. Journal of Distance Learning and Open Learning, 2021; 9(17): 14-49. doi: 10.21608/jdlol.2021.170392
)
View on SCiNiTO