Abstract

E-resources have become virtually ubiquitous in library collections, and libraries provide students with information in addition to the formal course content. However, interaction between learners and e-resources suffers from many limitations in developing countries, including a lack of sufficient infrastructure, 24/7 Internet accessibility, availability, variety, and cultural barriers. This study proposes an integration design of e-resources management system (EMS) among stakeholders’ students, teachers, and librarians in an E-Learning environment. The main objective of the study is, first to propose a ICT-based framework that defines scenarios, roles, and learning cycles that support interactions within E-Learning environments. Successful scenarios call for collaborative work among teachers and librarians to fulfill student needs with less time and effort and to have better academic achievement. The framework identifies possible monitoring activities that can be utilized for the educational assessment of learners based on their active participation in the integrated E-Learning environment. Secondly, the study aims to investigate the impact of using this integrated environment on student performance and satisfaction. This study uses a survey-based methodology, and it was carried out at Al-Bayan Model Girls’ Secondary School, Jeddah, Saudi Arabia during the 2007-2008 academic year. The main findings are that 96.6% of the students got “A” the full grade in their coursework, 86.2% of the students agreed that EMS supported the E-Learning environment, and 82.7% of the students agreed that EMS was user friendly. Therefore, the integration design within E-Learning environment acts as “proof-of-concept” by having most of the students’ receive a full grade and having them satisfied using it. These findings suggest that this integration design may be used in different scenarios in varied contexts in other developing countries.