The study aimed to investigate the reality of distance learning at the University of Jordan in the setting of Covid-19 pandemic from the students’ point of view. The study relied on the descriptive analytical approach, and used questionnaire, which consisted of 60 items, as its study tool to achieve the objectives of the study. The stability of the study tool was confirmed and it was validated. The data was collected from a random sample of 826 students from the University of Jordan. The results indicated that the degree to which faculty members’ use of e-learning applications in education from the students’ point of view was medium. As for the University of Jordan students’ attitudes towards distance learning, they tended to be negative. The problems, students face during distance learning, came with a medium degree as well. The results showed that there were statistically significant differences at the significance level (α= 0.05) in relation to the attitudes of the University of Jordan students towards distance learning regarding the variable of gender and it came in favor of males. Moreover, there were statistically significant differences at the significance level (α= 0.05) in relation to the problems that faced the students during distance learning regarding the gender, but it comes in favor of females this time. Statistically significant differences at the level of the significance (α= 0.05) appeared in the responses of the study sample to the problems that faced them during distance learning in relation to the faculty and it came in favor of humanities faculty. One of the most important recommendations the study reached to was to train the faculty members on using e-learning applications.

This article aims to examine the challenges facing secondary school teachers and students in English vocabulary online classes in Amman, Jordan. It also aims to propose the most effective ways to overcome the encountered challenges. To this end, qualitative semi-structured interviews were conducted with thirty teachers and twenty students to understand their experiences related to the online learningteaching process. Based on these interviews, several challenges that might obstruct this process were identified, with some of the challenges reported by teachers being similar to those reported by students. Teaching and learning challenges included poor class management, poor Internet connection, and large class sizes. Moreover, the findings of this study highlighted that one of the most important challenges that teachers encountered in teaching English vocabulary online was the impossibility of using realia. The study concludes with some solutions from both teachers and students to overcome these difficulties, such as using more advanced online platforms, e.g., Google Meet, World Word, and Microsoft Teams, as well as splitting students into small online rooms, and using games/plays.

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