The Reality of Distant Education and Its Contributions to University Education in Saudi Arabia: Prince Sattam Bin Abdulaziz University as a Model

Table 5

Arithmetic means and standard deviations of the requirements dimension items are arranged in descending order.

Rank	Number	Items	Arithmetic means	Standard deviations	Esteem
1	15	Emphasis on a quality system for distance education.	2.80	1.369	Medium
2	7	Empowering faculty members with distance education strategies	2.78	0.927	Medium
2	13	The existence of a supportive administrative environment for distance education	2.78	0.927	Medium
4	5	Benefit from the distinguished experiences in distance education	2.77	1.075	Medium
5	8	Adequate and adequate stock of educational media.	2.74	0.944	Medium
6	6	Developing the technical competence of the faculty member.	2.73	0.914	Medium
7	9	Effective and documented measurement and evaluation methods	2.73	1.051	Medium
8	1	The existence of a clear policy for distance education at the university	2.72	0.980	Medium
9	10	The presence of technical and technical support around the clock	2.71	0.859	Medium
10	4	Training of faculty members on distance learning operations.	2.63	1.202	Medium
11	11	Provides a plan and programmed mechanism for distance education	2.62	0.957	Medium
12	2	Provides components for a modern digital and technological environment.	2.62	0.975	Medium
12	14	Provide an approved legal status for distance education software and applications	2.62	0.975	Medium
14	3	Awareness of faculty members of the importance of distance education	2.57	1.116	Medium
15	12	It enhances students’ abilities for self-education	2.57	1.121	Medium
Requirements dimension as a whole			2.69	0.507	Medium