Evaluating on-line distance learning from learners' and teachers' perceptions: A case study at Sultan Qaboos University

The current study evaluated online distance learning from learners' and teachers' perceptions through a descriptive case study of a Foundations basic computer skills course, which followed the ADDIE instructional design model within the institutional context of Sultan Qaboos University (SQU) in Oman. Following SQU strategic plan guidelines for 2025, three objectives were achieved: reinforcing the need for transformation of educational delivery methods, exploring students' perceptions of online distance learning and identifying both successful and impeding factors involved in implementation of online distance learning. A blended qualitative and quantitative exploratory approach was taken in conjunction with mixed methods for data collection from document analysis, interviews, focus groups and online surveys. Research questions identified learners’ and teachers’ perceptions of five attributes of online learning: learner-autonomy, interactive dynamics, flexible accessibility, effective feedback and multimedia simulations. Based on these attributes, results of the study provided institutionally related instructional design standards for effective online distance learning at SQU. In considering the feasibility of online courses at SQU in the future, the results indicated that learners would take online courses provided that they received training, technical support and better internet services. Teachers stipulated that they would require pedagogical and technical support to enable them to facilitate online courses. Also, incentives, flexible schedules and clear policies regarding intellectual property rights were highly demanded. This thesis consists of six chapters. The first chapter gives a historical background of e-learning providing the relevant demographic and sociological context. The second chapter reviews e-learning modes of delivery and related learning theories. The third one bridges the theoretical foundation with empirical implementation of an online course at SQU. Research methodology is described in chapter four, followed by detailed analysis of results in chapter five. The final chapter concludes the thesis by recommending actions for better implementation of online learning at Sultan Qaboos University