Evaluating the Use of E-Learning at KSU Using the E-learning Maturity Model
This paper presents an evaluation of the use of e-learning at King Saud University (KSU) using the e-learning Maturity
Model (eMM). The main essence of the eMM is improving the course-level adoption of e-learning, as well as the institution-wide
integration of e-learning. Using a questionnaire based method of data collection; this investigative research was conducted on both
male and female sample populations from various departments and levels at KSU. The preliminary findings and analysis, highlighting
both strengths and weaknesses of KSU e-learning implementation plan, in reference to the eMM standards, will be discussed herein.
e-learning, eMM, CMM, process improvement models
Many educational institutions are now competing to present as many e-learning opportunities to their students and clients as
possible. This competition stems from the perceived benefits and opportunities e-learning promises to provide to learners worldwide.
Unfortunately, very few of these institutions ensure that this process is fully effective on both the pedagogical and administrational
levels. Added to these problems of implementation, is the rising cost of adoption of e-learning. Institutions need to make sure that the
return on investment is worth the financial commitments (Marshall & Mitchell, 2004). Many researchers have reported that despite
large investments in e-learning, there are still some doubts over: the quality, extent of students’ achievements, and learning outcomes
(Taylor, 2001). While some institutions have reported some success in the process of integration, others have reported many problems
and struggles, especially with the tension between: technology, organizations, and pedagogy (Laurillard, 1993; Reid, 1999). These
different experiences of success and failure indicate the importance of creating a benchmark to judge the e-learning experiences
against (Bacsich, 2005). Even after creating these benchmarks, success is not guaranteed. As stated by (Marshall and Mitchell, 2006)
“The failures of the US Open University and UkeU (House of Commons, 2005), despite following established approaches used
successfully by other organizations, clearly demonstrate that there is no ‘silver bullet’ for e-learning” (P. 203).
Added to these concerns is the fact that the analysis of e-learning models and benefits has sometimes been conducted at the
individual level, and in isolation from the context in which the e-learning is taking place. These initiatives on the individual level tried
to document “best practices” and resulted in what may be considered first benchmarks. One of these first benchmarks is ‘the seven
principles’ that was created originally in 1987 to describe the seven principles of good practice in undergraduate education and later
modified to relate these practices to ICT (Chickering & Ehrmann, 1996). Among other works that attempted to theorize the best