The number of female students in Saudi Arabian higher education has significantly increased, creating a demand for qualified instructors. Traditional gender segregation in Saudi educational institutions presents a challenge, with female students typically taught by female instructors and male students by male instructors. Blended and online learning offer potential solutions to address the shortage of female instructors and provide equitable access to education for women. This study focuses on Saudi female students' perceptions of online courses taught by male instructors, utilizing a distance learning approach involving one-way closed-circuit television with two-way audio and a Learning Management System (LMS). The research investigates the impact of this approach on students' perceptions of cognitive, social, and teaching presence, using the Community of Inquiry (CoI) framework. The study aims to provide nuanced insights into the effectiveness of online education in a gender-specific cultural context and to contribute to a better understanding of the CoI framework's applicability in diverse settings. The increasing enrollment of women in higher education, fueled by initiatives like Vision 2030, emphasizes the urgent need to provide high-quality education while respecting cultural norms. Online education offers a pathway to achieve this, but its effectiveness within this unique cultural context needs thorough investigation.

Saudi Arabia's Vision 2030 plan aims to increase women's participation in the workforce, highlighting the importance of providing women with adequate education and training. The literature review explores the role of distance learning in meeting this goal, particularly for female students in Saudi Arabia. Studies have shown that distance learning, facilitated by technologies like ICTs, can overcome geographical barriers and provide flexible learning opportunities, especially for women with family responsibilities. The review also examines the benefits and challenges of distance learning in general and its unique application in the Saudi context, focusing on the interaction between female students and male instructors. Existing research has shown that gender dynamics can influence online communication patterns and student perceptions of teaching. The literature also examines previous initiatives in Saudi Arabia to promote online learning and the challenges of using one-way closed-circuit television systems which limit student participation and feedback. The review concludes by emphasizing the need for further research specifically on female students' perceptions of online learning environments with male instructors, focusing on the three key elements of the Community of Inquiry (CoI) framework: cognitive, social, and teaching presence.

This quantitative study was conducted at a public university in central Saudi Arabia, with a focus on female students in the College of Sciences enrolled in courses taught by male instructors. The study utilized the Community of Inquiry (CoI) survey instrument, comprising 37 Likert-scale items measuring teaching, social, and cognitive presence. The survey, initially administered in Arabic, was translated into English with rigorous checks to ensure accuracy. The target population consisted of 320 female students, from which 110 valid responses (34.3%) were obtained. Data analysis included descriptive statistics, internal reliability coefficients, Pearson correlation coefficients, and thematic analysis of open-ended responses. Participants represented various academic levels and majors within the college, and the number of online courses each student was enrolled in varied, providing a diverse range of perspectives. Ethical approvals were obtained before data collection, and informed consent was secured from all participants. The study's methodology aimed to collect data that would provide in-depth insights into Saudi female students' experiences with online learning environments taught by male instructors and their perceptions of the three presences within the CoI framework.

The study's findings revealed generally positive perceptions of the three presences within the CoI framework. Teaching presence was viewed positively, with high agreement on aspects like clear communication of course topics and goals, clear instructions, and timely feedback. However, there was slightly less agreement on aspects such as reinforcing a sense of community and providing feedback related to individual strengths and weaknesses. Social presence was also generally positive, with students feeling comfortable interacting and participating in online discussions. However, there was less agreement on the feeling that all participants' viewpoints were acknowledged. Cognitive presence showed high levels of engagement, exploration, integration, and resolution. Open-ended responses revealed several advantages of online learning via the LMS compared to the closed-circuit television system. Students valued the timely feedback, opportunities for personal growth, enhanced interactivity and engagement through discussion boards, a more comfortable learning environment, and a clearer course structure and accessibility of course materials. Conversely, several disadvantages were identified. Inadequate instructor proficiency in online teaching, student disengagement, technical difficulties with the LMS platform, an overwhelming amount of information, lack of personal presence, and limited sense of community were identified. Students offered recommendations to improve online learning including comprehensive instructor training on online pedagogy, the diverse utilization of synchronous and asynchronous teaching methods, robust technical support, community-building activities, and more flexible assignment deadlines.

The findings of this study address the research question by providing detailed insights into Saudi female students' perceptions of online learning environments taught by male instructors. The generally positive perceptions of teaching, social, and cognitive presence, as measured by the CoI framework, suggest that online learning can be a successful modality in this context. However, the identified challenges regarding instructor proficiency and technical issues highlight the need for improvements in both faculty development and technological infrastructure. The contrasting perspectives revealed through quantitative and qualitative data underscore the importance of a holistic approach to understanding the online learning experience. The study's findings have significant implications for educators and policymakers involved in the development and implementation of online learning programs in Saudi Arabia and similar cultural contexts. The emphasis on instructor training and technological improvements speaks to the need for a comprehensive strategy to support the successful integration of online learning into higher education.

This study contributes to the understanding of online learning experiences for female Saudi students interacting with male instructors. The findings demonstrate the potential of online learning, particularly through the use of an LMS, to create an inclusive and engaging learning environment. However, significant attention should be paid to instructor training in online pedagogy, robust technical support, and the fostering of a sense of online community. Future research should explore the long-term impacts of online learning on academic achievement and career paths, expanding the scope to include diverse contexts within Saudi Arabia and potentially other cultural settings.

The study's limitations include its focus on a single college within one Saudi university, limiting the generalizability of the findings. The relatively small sample size and reliance on self-reported data might introduce bias. The study did not deeply explore factors like internet connectivity and individual LMS familiarity. Future research should address these limitations by using larger samples, employing mixed-methods approaches, and incorporating additional data sources.