Abstract
The worldwide COVID-19 pandemic has forced higher institutions to shift towards electronic (e) learning. Despite a plethora of research on the responses of higher education institutions to COVID-19 and their shift towards e-learning, research often focuses on the opportunities and/or challenges of e-learning amid COVID-19. Notwithstanding this, limited research has addressed how e-learning experiences can be enhanced among medical students, who often need conventional leaning, especially for practical courses. This research addresses a gap in the knowledge and examined medical students' perceptions of e-learning using the Blackboard platform, and the elements or predicators that affect their e-learning experience amid COVID-19 in the Kingdom of Saudi Arabia. An online survey was transmitted to medical students in three main public universities. Based on the findings, a FLOWER model was proposed for improving e-learning experience using Blackboard among medical students. This model includes six dimensions: feedback, leverage to remain motivated, open resources and information, working together, evaluation, and reflection and knowledge. These dimensions are interrelated, and enable the creation of a positive e-learning experience. The results showed that four of the six dimensions have high positive and significant path coefficients: open sources and information; leverage to remain motivated; working together; and reflection and knowledge construction. Two of the six dimensions have low positive, but significant, path coefficients (feedback and evaluation), which require further consideration by policymakers and educators. The results have several theoretical and practical implications, which are elaborated upon.