Saudi female students’ perceptions of the Community of Inquiry in online learning environments

Abstract Distance Education in Saudi Arabia is experiencing a steady increase in female student enrollments due to a number of factors including increased E-learning modalities. E-learning provides more equal learning opportunities than traditional gender-segregated face-to-face classes because online learning environments have fewer gender restrictions. This allows women to participate more equally in higher education and benefit from the expertize of male instructors. This study examines Saudi female students’ perceptions of online learning in university courses taught by male instructors. It documents the supports and challenges female students encountered when they took these courses and considers cognitive, social, and teaching presence. Recommendations include providing faculty training and professional development programs to build online teaching confidence and equip faculty members with teaching skills in culturally specific teaching contexts.