شبكة المعلومات العربية التربوية

The study aimed to identify the obstacles in the use of e-learning from the faculty member’s point of view at Qassim University in the light of some variables. The descriptive approach was used to define obstacles as they are in terms of their nature and degree of existence. The researcher prepared a questionnaire consisting of (45) points divided into 5 themes. The questionnaire is answered in light of the five-dimensional Likert scale (very low, low, medium, high, very high) to determine the importance of each obstacle to meet the scores (1, 2, 3, 4, 5) respectively. Specialists’ judges in the field studied and verified the authenticity of the questionnaire. Furthermore, Pearson correlation coefficient laboratories were used to approve cohesion and consistency of expressions of each theme of the questionnaire in order to calculate the scores of each term in the overall degree of the theme to which it belongs. The stability of the resolution and its sub-themes were verified using the alpha-Cronbach stability factor. For analysis of the questionnaire data, way ANOVA was able to identify the extent to which the study respondents differed about e-learning obstacles. The least significant difference (LSD) test was also used as a method of inter-group comparisons in the case of a one-way analysis. The study results found that the most prominent obstacles to the use of e-learning were as follows: 1) the limited number of laboratories available for the implementation of e-learning. 2) Poor faculty member technical expertise in the use of e-learning. 3) Limited availability of specialized technicians to solve technical problems related to e-learning. 4) Lack of students to support direct stimulation by professors. 5) The lack of focus on the goals of courses of e-learning. The study also, revealed that statistically, there were no significant differences between the obstacles to e-learning from the faculty member’s point of view and the variables related to (scientific degree, a scientific specialization, the number of courses in the field of e-learning, the number of courses in the field of computer). This refers to the absence of difference in judging the constraints of e-learning according to those variables. (Published abstract)