LAUSR

This study is designed to assess engineering students' and instructors' perceptions toward using E‐learning relative to their actual use metrics. A cross‐sectional survey was designed to assess perspectives among all undergraduate students from five engineering departments, in addition to those students at the general engineering level. Meanwhile, a different survey was designed and sent to the college instructors to explore their perceptions of their teaching courses. Finally, analytics data from the learning management system (LMS) log data were obtained for comparison. Additionally, the perceptions were evaluated against demographic factors for each group. The differences between both perspectives of students and instructors toward E‐learning tools are seen particularly in assessing the use of E‐learning communication, and assessment capabilities. Instructors mainly use the LMS to post material rather than taking full advantage of the other E‐Learning environment tools (communication, assessment, etc.) to promote a stronger interaction with students and foster student learning. The instructors' focus on using LMS for posting the course material is about 72%, while 68% of students have the same view on using LMS access the course material. Furthermore, the use of LMS as a communication tool is considered by about 56% of students compared with 47% of instructors who agree on this opinion. The portion of instructors perceiving the LMS as non‐difficult is 37%, while there is about 25% of them who took the opposite opinion. In the students' side there is about 52% who considers the LMS as non‐difficult compared to 20% who consider it as difficult. But investigating the log data of the LMS shows that the actual use frequency is rather low indicating an overestimated use of the LMS. The apparent overestimation of the students' and instructors' level of E‐learning usage has stemmed from the lack of or weak E‐learning culture. The analysis of the collected data shows that the length of LMS experience of the instructors has more effect on overall perception of the online courses than academic experience, rank, or academic department. Furthermore, it is revealed that the student's academic year significantly affects how these students assess the courses and instructors' interaction, while the department to which the student belongs is affecting some but not all elements of the courses. The findings of this study will help the school administration effectively develop an E‐learning framework for students and teachers to enhance overall learning performance.