E-Learning in Universities During the COVID-19 Pandemic and the Present Time: A Comparative Study
DOI:
https://doi.org/10.52839/0111-000-089-002Keywords:
E-learning, Blended learning, E-assessment, Student engagement, Digital access, Saudi higher educationAbstract
This research aims to explore the development of e-learning in universities across three consecutive phases: emergency response (2019–2020), institutional adaptation (2021–2023), and digital sustainability (2024–2025). It adopts a mixed-methods design that integrates a literature review with a quantitative survey of 168 faculty members at Northern Border University and a qualitative analysis of open-ended responses and semi-structured interviews. The findings showed that perceptions of the overall e-learning system were slightly above average (M=3.24), whereas assessment efficiency (M=2.50) and student interaction (M=2.84) fell below the midpoint. In contrast, perceived technical and human challenges recorded the highest mean (M=3.54), indicating persistent constraints on effective implementation. Correlation results revealed a coherent relational structure, with the e-learning system significantly associated with assessment efficiency (r=0.620), student interaction (r=0.684), and challenges (r=0.508). The strongest association emerged between assessment efficiency and student interaction (r=0.835), suggesting that strengthening assessment practices is closely linked to improving engagement. Qualitative evidence further indicated that faculty members support the continuation of e-learning primarily through blended learning, provided that academic integrity mechanisms in assessment are enhanced, active interaction strategies are embedded, accessibility for students with disabilities is improved, and digital health considerations are addressed. Overall, the research argues that moving from crisis-driven delivery to sustainable blended learning requires an integrated reform approach that aligns infrastructure development with capacity building and the redesign of assessment and interaction as core quality drivers in Saudi higher education.
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