Abstract:

E-learning is a complex process that encompasses organizational, administrative, instructional, and technological risks and the rapid transition to distance learning modalities during the COVID-19 Pandemic exacerbated these risks making institutions worldwide face unprecedented challenges to manage and ensure learning continuity and achieve successful transition to online learning, especially for K-12 students (Schlesselman, 2020). This required intensive planning and efforts from educational intuitions globally to manage potential risks of educational services’ interruption on students due to schools’ closure and rapid transfer to online learning (Hodges, Moore, Lockee, Trust, & Bond, 2020). The adoption of E-learning has been widely spread learning modality among institutions with the goal to ensure the quality and effectiveness of content delivered and the efficiency in the use of institutional resources (Karalis, 2020). Among the most effective efforts and strategies institutions have adopted during the pandemic to ensure continued services with minimal risks, is the planning and execution of institutional E-learning governance.

This paper discusses E-learning governance model that the Saudi Ministry of Education MoE developed and extended during the pandemic to ensure education continuity and seamless delivery of educational services utilizing E-learning technologies (O’Keefe, Dellinger, Scragg, Amelina, & Mathes, 2020). The MoE has developed and implemented a holistic and four-dimensional governance model that covers all stages of E-learning including the organizational structures, administrative processes, instructional and pedagogical frameworks, and technological tools and platforms. This framework is analyzed in accordance to the E-learning Governance Reference Model eLGORM processes and rules and it includes three key applicable components to this case. The eLGORM framework is structured according to three E-Learning governance processes that includes corporate E-Learning program planning, corporate E-earning program execution, and optimization of E-learning processes. The application of these three governance areas during emergency online learning will be discussed while discussing the Saudi Ministry of Education experience during the rapid transition time to online learning after school's closure due to COVID-19 Pandemic.

References:
[1] Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
[2] Karalis, T. (2020). Planning and evaluation during educational disruption: lessons learned from COVID19 pandemic for treatment of emergencies in education. European Journal of Education Studies, 7(4). doi: zenodo.3789022
[3] O’Keefe, L., Dellinger, J.T., Scragg, B., Amelina, N., & Mathes, J. (2020). The state of online learning in the Kingdom of Saudi Arabia: A COVID-19 impact study for K12. Online Learning Consortium.
[4] Schlesselman, L.S. (2020, May 11). Perspective from a teaching and learning center during emergency remote teaching. American Association of Colleges of Pharmacy. https://www.ajpe.org/content/ajpe/early/2020/05/14/ajpe8142.full.pdf

Keywords:

e-learning, Governance, COVID-19 Pandemic, K-12, International.