Considering COVID-19 pandemic, interest in e-learning has increased at the global level. Therefore, the current study aimed to evaluate the quality of designing online mathematics courses according to quality matters (QM) standards at Prince Sattam bin Abdulaziz University. The study relied on a qualitative mixed explanatory sequential research design for data collection and analysis. A questionnaire based on the quality matters rubric (QMR) sixth edition was used to collect quantitative data from 31 mathematics faculty members and 75 university students studying mathematics courses online. To collect qualitative data, interviews were held with 10 of the participants. Intentionally based on the responses given in the questionnaire. SPSS 24.0 software was used to analyze quantitative data. The results indicated a high percentage of achievement of QM standards in mathematics courses from the point of view of the faculty members and achieved to a moderate degree from the students' point of view. Moreover, the results indicated that there are statistically significant differences (α<0.05) between the estimates of faculty members and students in favor of faculty members in favor of faculty members. The results also revealed that there were statistically significant differences (α<0.05) between the students' estimates of the academic achievement variable in favor of the outstanding students, while the results indicated that there were no statistically significant differences (α<0.05) attributed to the level of computer skills variable. The results of the interviews revealed the existence of some suggested improvements on the Blackboard platform to suit mathematics courses and learning them online, and some obstacles faced students during the online learning period were identified. The study presented many recommendations and research proposals as future work.

Background: Empathy is a crucial component of professionalism in medicine, having a solid relationship with improved patient outcomes. The current study aims to examine the factor structure of the Toronto Empathy Questionnaire (TEQ) with a sample of Saudi medical students and to assess the differences in empathy scores by gender, year of study, and future career preference. Methods: A cross-sectional study was performed using anonymous self-administered online questionnaires. The study tool targeted a random sample of medical students in public and private Saudi medical schools in five regions (North, South, East, West, and Central) of Saudi Arabia. Results: 941 Saudi medical students enrolled in the study. 52.3% were male students, and 30.6% of the students were from the central region of Saudi Arabia. The most desired specialties were general surgery (19.2%), internal medicine (12.5%), and family medicine 8.2%. The average TEQ score was 42.31%, with 67.1% scoring low to average empathy levels. About one-third (32.9%) scored high empathy levels; females scored a higher average on the empathy score compared to males (43.48 vs. 41.24) P-value <0.001. The never-married studentsalso scored higher empathy than married students 42.53 vs. 38.78) P-value <0.00. The region with the highest empathy scores was the central province, 44.72%. Conclusion: Different factors could influence empathy scores, such as gender, marital status, GPA, and study year. Female students had a higher empathy score compared to male students. Senior medical students scored lower on the scale than younger students, and could be associated with a higher level of burnout. Further empathy-based discussions should be inserted into the Saudi medical curricula. Keywords: professionalism, Toronto empathy scale, medical students, Saudi Arabia.

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This study aims to investigate the effectiveness of a training program via e-learning platforms in developing technological teaching competencies in pre-service teachers at Prince Sattam bin Abdulaziz University. The sample comprised 67 male and female Pre-Service Teachers at the College of Education, Wadi Addawasir. In this quasi-experimental research, only one experimental group was involved. For data collection on the technological competencies of pre-service teachers, a questionnaire and an observation card were used. The results demonstrate significant differences between the pre-service teachers’ pre- and post-measurement mean scores in the cognitive and performance dimensions of technological teaching competencies when using e-learning platforms in favor of post-measurements. Furthermore, for gender and academic achievement, there were no statistically significant differences among pre-service teachers’ mean scores in the cognitive and performance dimensions of technological teaching competencies when using e-learning platforms. The study concludes with recommendations that could contribute to the success of the distance learning experience.     Received: 27 June 2022 / Accepted: 13 August 2022 / Published: 2 September 2022

The range of research undertaken in the area of the use of information and communications technology (ICT) in the teaching-learning process indicates the importance of the need for such a tool. Paradoxically, there is lack of emphasis on Islamic teachers and specifically female Islamic teachers. This study was conducted in 2017 using a range of quantitative methods and analysis involved 87 female participants who expressed their willingness to effectively use ICT in the teaching-learning process. This study which used the survey research design found that the female Islamic studies teachers had a positive attitude towards using technology in the class as well as their needs to implement such a practice. The study is significant for administrators in a segregated society like Saudi Arabia because it helps them to plug in the loopholes in the system.